Practice Book3

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Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 2 3 4 5 6 7 8 9 10 021 09 08 07 06

Unit 1 • Our World New Beginnings First Day Jitters

Keeping in Touch Dear Juno

Building Communities Whose Habitat Is It?

Antarctic Life

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Penguin Chick

People and Their Pets The Perfect Pet

Unit 1 Vocabulary Review

Contents Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Comprehension: Character, Setting, Plot . . . . . . . . . . . . . 2 Comprehension: Story Map . . . . . . . . . . . . . . . . . . . . . . . . 3 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Text Feature: Bar Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . 6 Phonics: Words with Short Vowels. . . . . . . . . . . . . . . . . . . 7 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension: Character, Setting, Plot . . . . . . . . . . . . . 9 Comprehension: Character Web . . . . . . . . . . . . . . . . . . . 10 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Text Feature: Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Vocabulary Strategy: Sentence Clues . . . . . . . . . . . . . . . 13 Phonics: Words with CVCe Pattern . . . . . . . . . . . . . . . . . 14 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Comprehension: Main Idea and Details . . . . . . . . . . . . . 16 Comprehension: Main Idea Web . . . . . . . . . . . . . . . . . . . 17 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Study Skill: Using a Dictionary . . . . . . . . . . . . . . . . . . . . . 19 Vocabulary Strategy: Unfamiliar Words . . . . . . . . . . . . . . 20 Phonics: Words with /a¯/ . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Comprehension: Main Idea and Details . . . . . . . . . . . . . 23 Comprehension: Main Idea Chart . . . . . . . . . . . . . . . . . . 24 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Literary Elements: Rhythmic Patterns and Imagery . . . . 26 Vocabulary Strategy: Homographs . . . . . . . . . . . . . . . . . 27 Phonics: Words with /o¯/ . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Comprehension: Problem and Solution . . . . . . . . . . . . . . 30 Comprehension: Problem and Solution Chart. . . . . . . . . 31 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Text Feature: Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . 34 Phonics: Words with /ı¯/ . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 37

iii

Unit 2 • Discoveries The Strongest One

Wolves Wolf!

Past, Present, and Future What’s in Store for the Future?

Out in Space The Planets in Our Solar System

Being a Writer Author: A True Story

Unit 2 Vocabulary Review

iv

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . . 39 Comprehension: Story Map . . . . . . . . . . . . . . . . . . . . . . . 40 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Text Feature: Photos with Captions . . . . . . . . . . . . . . . . . 42 Vocabulary Strategy: Antonyms . . . . . . . . . . . . . . . . . . . . 43 Phonics: Words with /e¯/ . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Comprehension: Fantasy and Reality . . . . . . . . . . . . . . . 46 Comprehension: Fantasy and Reality Chart . . . . . . . . . . 47 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Text Feature: Headings, Pronunciation, Bold Type, Italics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . 50 Phonics: Words with /ch/. . . . . . . . . . . . . . . . . . . . . . . . . . 51 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Comprehension: Fact and Opinion . . . . . . . . . . . . . . . . . 53 Comprehension: Fact and Opinion Chart . . . . . . . . . . . . 54 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Study Skill: Using the Parts of a Book . . . . . . . . . . . . . . . 56 Vocabulary Strategy: Plural Endings -s and -es . . . . . . . 57 Phonics: Words with th, ph, wh, sh . . . . . . . . . . . . . . . . . . 58 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . . 60 Comprehension: Main Idea Chart . . . . . . . . . . . . . . . . . . 61 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Text Feature: Internet Article . . . . . . . . . . . . . . . . . . . . . . 63 Vocabulary Strategy: Definition . . . . . . . . . . . . . . . . . . . . 64 Phonics: Consonant Blends . . . . . . . . . . . . . . . . . . . . . . . 65 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . . 67 Comprehension: Author’s Purpose Chart . . . . . . . . . . . . 68 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Literary Elements: Alliteration and Repetition . . . . . . . . . 70 Vocabulary Strategy: Word Clues . . . . . . . . . . . . . . . . . . 71 Phonics: Words with /n / gn, kn; /r /wr . . . . . . . . . . . . . . . . 72 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73, 74

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Putting on a Performance

Unit 3 • Opportunities Food Around the World Stone Soup

Solving Riddles One Riddle, One Answer

Ecosystems in Balance Saving the Sand Dunes

Making Journeys

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The Jones Family Express

The Art of Illustrating What Do Illustrators Do?

Unit 3 Vocabulary Review

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Comprehension: Make Inferences. . . . . . . . . . . . . . . . . . 76 Comprehension: Inference Map. . . . . . . . . . . . . . . . . . . . 77 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Text Feature: Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . 80 Phonics: Words with /är/ and /ôr/ . . . . . . . . . . . . . . . . . . . 81 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Comprehension: Plot and Setting. . . . . . . . . . . . . . . . . . . 83 Comprehension: Setting Web . . . . . . . . . . . . . . . . . . . . . 84 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Literary Elements: Consonance and Metaphor . . . . . . . . 86 Vocabulary Strategy: Unfamiliar Words . . . . . . . . . . . . . . 87 Phonics: Words with /âr/ . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . 90 Comprehension: Cause and Effect Chart . . . . . . . . . . . . 91 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Study Skill: Using the Library . . . . . . . . . . . . . . . . . . . . . . 93 Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . 94 Phonics: Words with /ûr/ . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Comprehension: Make Inferences. . . . . . . . . . . . . . . . . . 97 Comprehension: Inference Chart. . . . . . . . . . . . . . . . . . . 98 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Text Feature: Directions . . . . . . . . . . . . . . . . . . . . . . . . . 100 Vocabulary Strategy: Homophones . . . . . . . . . . . . . . . . 101 Phonics: Words with /ü/, /u¯ /, and /u˙ /. . . . . . . . . . . . . . . . 102 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . 104 Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . 105 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Text Feature: Interview . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Vocabulary Strategy: Sentence Clues . . . . . . . . . . . . . . 108 Phonics: Words with /oi/ . . . . . . . . . . . . . . . . . . . . . . . . . 109 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110, 111

v

Unit 4 • Choices Cook-a-Doodle-Doo!

Getting Along Seven Spools of Thread

Protecting Our Natural Resources Washington Weed Whackers

Getting Involved Here’s My Dollar

A Place of My Own My Very Own Room

Unit 4 Vocabulary Review

vi

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Compare and Contrast . . . . . . . . . . . . Comprehension: Venn Diagram . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Idioms . . . . . . . . . . . . . . . . . . . . . Phonics: Words with /ô/ . . . . . . . . . . . . . . . . . . . . . . . . .

112 113 114 115 116 117 118

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Comprehension: Draw Conclusions. . . . . . . . . . . . . . . . 120 Comprehension: Conclusion Map . . . . . . . . . . . . . . . . . 121 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Text Feature: Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Vocabulary Strategy: Multiple-Meaning Words . . . . . . . 124 Phonics: Words with /ou/ . . . . . . . . . . . . . . . . . . . . . . . . 125 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Comprehension: Compare and Contrast . . . . . . . . . . . . 127 Comprehension: Venn Diagram . . . . . . . . . . . . . . . . . . . 128 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Study Skill: Media Center . . . . . . . . . . . . . . . . . . . . . . . . 130 Vocabulary Strategy: Contractions. . . . . . . . . . . . . . . . . 131 Phonics: Words with soft c and g . . . . . . . . . . . . . . . . . . 132 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . 134 Comprehension: Author’s Purpose Chart . . . . . . . . . . . 135 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Literary Elements: Rhyme Scheme and Repetition. . . . 137 Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . 138 Phonics: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Comprehension: Make and Confirm Predictions. . . . . . 141 Comprehension: Predictions Chart . . . . . . . . . . . . . . . . 142 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Text Feature: Guide Words, Headings, and Captions . . 144 Vocabulary Strategy: Inflectional Endings . . . . . . . . . . . 145 Phonics: Plurals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147, 148

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What’s Cooking?

Unit 5 • Challenges Making Money Boom Town

Making a Difference Beatrice’s Goat

In Motion A Carousel of Dreams

Heroes

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The Printer

Animal Architects Animal Homes

Unit 5 Vocabulary Review

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . 150 Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . 151 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Text Feature: Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Vocabulary Strategy: Compound Words . . . . . . . . . . . . 154 Phonics: Compound Words . . . . . . . . . . . . . . . . . . . . . . 155 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Comprehension: Cause and Effect . . . . . . . . . . . . . . . . 157 Comprehension: Cause and Effect Chart . . . . . . . . . . . 158 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Text Feature: Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Vocabulary Strategy: Word Families . . . . . . . . . . . . . . . 161 Phonics: Words with Inflected Endings . . . . . . . . . . . . . 162 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Comprehension: Fact and Opinion . . . . . . . . . . . . . . . . 164 Comprehension: Fact and Opinion Chart . . . . . . . . . . . 165 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Study Skill: Skim and Scan. . . . . . . . . . . . . . . . . . . . . . . 167 Vocabulary Strategy: Possessives . . . . . . . . . . . . . . . . . 168 Phonics: Words with Inflected Endings, y to i . . . . . . . . 169 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Comprehension: Make and Confirm Predictions. . . . . . 171 Comprehension: Predictions Chart . . . . . . . . . . . . . . . . 172 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Text Feature: Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Vocabulary Strategy: Figurative Language . . . . . . . . . . 175 Phonics: Words with VC/CV Pattern . . . . . . . . . . . . . . . 176 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Comprehension: Description . . . . . . . . . . . . . . . . . . . . . 178 Comprehension: Description Web . . . . . . . . . . . . . . . . . 179 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Literary Elements: Simile and Rhythmic Pattern . . . . . . 181 Vocabulary Strategy: Analogies . . . . . . . . . . . . . . . . . . . 182 Phonics: The V/CV and VC/V Patterns . . . . . . . . . . . . . 183 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184, 185

vii

Unit 6 • Achievements A Castle on Viola Street

Unusual Animals Wilbur’s Boast

Good Citizens An American Hero Flies Again

Working Together Mother to Tigers

Raising Butterflies Home-Grown Butterflies

Unit 6 Vocabulary Review

viii

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Comprehension: Theme . . . . . . . . . . . . . . . . . . . . . . . . . 187 Comprehension: Theme Map. . . . . . . . . . . . . . . . . . . . . 188 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Text Feature: Features in a Textbook . . . . . . . . . . . . . . . 190 Vocabulary Strategy: Paragraph Clues . . . . . . . . . . . . . 191 Phonics: Words with Final /әl / . . . . . . . . . . . . . . . . . . . . 192 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Comprehension: Make Judgments . . . . . . . . . . . . . . . . 194 Comprehension: Judgment Chart . . . . . . . . . . . . . . . . . 195 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Text Feature: Directions . . . . . . . . . . . . . . . . . . . . . . . . . 197 Vocabulary Strategy: Prefixes . . . . . . . . . . . . . . . . . . . . 198 Phonics: Prefixes re-, un-, dis-, pre- . . . . . . . . . . . . . . . . 199 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Comprehension: Problem and Solution . . . . . . . . . . . . . 201 Comprehension: Problem and Solution Chart. . . . . . . . 202 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Study Skill: Use Functional Documents . . . . . . . . . . . . . 204 Vocabulary Strategy: Greek Roots. . . . . . . . . . . . . . . . . 205 Phonics: Words with Final /әr/ . . . . . . . . . . . . . . . . . . . . 206 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . 208 Comprehension: Author’s Purpose Chart . . . . . . . . . . . 209 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Literary Elements: Personification and Moral . . . . . . . . 211 Vocabulary Strategy: Suffixes . . . . . . . . . . . . . . . . . . . . 212 Phonics: Words with Suffixes -ful, -less, -ly . . . . . . . . . . 213 Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Comprehension: Draw Conclusions. . . . . . . . . . . . . . . . 215 Comprehension: Conclusion Map . . . . . . . . . . . . . . . . . 216 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Literary Elements: Personification and Assonance. . . . 218 Vocabulary Strategy: Multiple-Meaning Words . . . . . . . 219 Phonics: Words with Accented Syllables . . . . . . . . . . . . 220 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221, 222

© Macmillan /McGraw-Hill

Helping Our Neighbors

Practice Name

Vocabulary

Use the clues to complete the following crossword puzzle. trudged

nonsense

nervous

fumbled

downstairs

chuckled

1.

2.

3.

4.

5.

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6.

n

Across

Down

3. dropped

1. afraid or worried

5. laughed in a quiet way

2. walked slowly

6. silly or untrue idea

4. down the stairs

First Day Jitters •

Book 3.1/Unit 1

1

Practice Comprehension: Character, Setting, Plot

Name

The plot includes the important events that happen in the beginning, middle, and end of a story. The characters are the people or animals in the story. The setting is when and where the story happens. Read the story, then answer the questions below.

At 9:00 A.M. on his first day of work at the supermarket, Josh was given shopping cart duty. It was cold out, and Josh did not want this task, but he was a good worker. Josh started his search for carts by walking up and down the supermarket parking lot. He started a train of shopping carts and after an hour Josh had twenty-five carts. He pushed them all into the front of the store. Josh was about to go out for more carts when his boss called out to him, “Hold on there, Josh. You’re such a good worker that we are making you a cashier. Come on in and start your training.” 1. When does this story take place?

2. Where does this story take place?

4. What is the first important event in this story?

5. What is the last important event in this story?

2

First Day Jitters •

Book 3.1/Unit 1

At Home: Ask your child to make up a story about Josh’s second day on the job. Have your child tell who the main character is and where his or her story takes place.

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3. Who is the main character in this story? How can you tell?

Practice Comprehension: Character, Setting, Plot

Name As you read First Day Jitters, fill in the Story Map.

Characters

Setting

Beginning

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Middle

End

How does the information you wrote in this Story Map help you analyze story structure in First Day Jitters? At Home: Have your child use the chart to retell the story.

First Day Jitters •

Book 3.1/Unit 1

3

Practice Name

Fluency

As I read, I will pay attention to punctuation. 9 21 30 35 45 55 64 68 77 86 97

One Monday in November, Jay and his mother drove to a yellow brick building with a sign in front that said: “Rosewood Middle School.” It was a big building—much taller than Jay’s old school. Jay’s mother filled out lots of forms. Before they left, the school principal, Ms. Tucker, came out of her office and shook Jay’s hand. “Welcome to Rosewood,” she said. “We’ll see you tomorrow.” On Tuesday morning, Jay’s older sister, Eva, gave him a ride to school. “Are you nervous?” she asked. Jay shrugged and then nodded. “I hate being the new kid,” he admitted. 99

Comprehension Check 2. What do you think will make Jay more comfortable at Rosewood? Make Predictions

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

4

First Day Jitters •

Book 3.1/Unit 1

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. Why is Jay nervous? Plot

Practice Text Feature: Bar Graph

Name

Look at a bar graph to compare the numbers represented by the bars. The title tells what the graph is about. Labels tell you what each row is about. The numbers show amounts. Use the bar graph to answer the questions below.

Number of Students

How Did You Feel on Your First Day of School? 6 5 4 3 2 1 0

happy

afraid

excited

curious

Feelings on First Day of School

Use the bar graph to complete each sentence. 1. Most of the students said they felt . a. afraid b. curious . 2. Four students said they felt a. happy b. afraid

© Macmillan /McGraw-Hill

3. The total number of students that felt either happy or curious was a. 10 b. 2 4. More students felt a. afraid, excited

.

than . b. excited, happy

. 5. You can use the graph to find out a. how many more students felt happy than excited b. why more students felt curious than afraid

At Home: Ask your child to make up another question to answer using the bar graph. Have your child explain what the bar graph shows.

First Day Jitters •

Book 3.1/Unit 1

5

Practice Vocabulary Strategy: Compound Words

Name

A compound word is one word made up of two smaller words. The meaning of a compound word is different from the two smaller words that form it. Smaller Words

Compound Word

Meaning

fire + wood

firewood

wood used for a fire

A. Read the words in the first column. Use a word from the box to make a compound word. Then write the compound word on the line. ball

side

book

body

stairs

1. out

+

=

2. no

+

=

3. basket

+

=

4. birth

+

=

5. row

+

=

6. story

+

=

7. class

+

=

8. up

+

=

boat

day

B. Choose two compound words you formed. Write their meanings. 9. 10.

6

First Day Jitters •

Book 3.1/Unit 1

At Home: Ask your child to name three more compound words and tell you what they mean.

© Macmillan /McGraw-Hill

room

Practice Phonics: Short Vowels

Name

The short vowel sounds are the vowel sounds that the letters a, e, i, o, and u stand for in the following words: pack

step

pick

sock

truck

Fill the blank in each word below with a vowel letter. You should make a word with a short-vowel sound that makes sense in the sentence. 1. Please st

p to the rear of the bus. b.

2. Our new baby sleeps in a cr

3. This is the first time I have eaten carrots for a sn 4. I just learned how to j

mp rope.

5. Our first time at the park we saw ducks in the p

8. Mom and Dad will sh

p for a new car.

ck the place to go on vacation.

11. My room was a m © Macmillan /McGraw-Hill

p at the beginning of the show.

ck my clothes before I leave.

9. I have to p 10. Pat will p

nd.

mp on the first letter she wrote.

6. Sandy forgot to put a st 7. The audience will cl

ck.

ss after my little brother played in it.

12. Would you like a peach or a pl

At Home: Ask your child to find objects around the house that have short vowel sounds in their names, such as pen, pin, hat, cat, socks, and tub.

m?

First Day Jitters •

Book 3.1/Unit 1

7

Practice Name

Vocabulary

Read the story. Fill in the blanks with the correct words. crackle starry

announced envelope

soared photograph

The Move I couldn’t believe it when my father we would be moving to Oregon. My best friend Jacob was even more upset. We promised to stay in touch, but we knew it wouldn’t be the same as seeing each other face to face. A month later, as our plane to our new home, the

from New York of my little brother’s pretzel

bag woke me. I looked out at the night sky and came up with a great idea. If Jacob can’t see me face to face, I’ll just have to send him a . “Perfect,” I thought as I held out my arms in front of me to snap my own picture. The next day I sent it to him.

© Macmillan /McGraw-Hill

One week later the mail carrier delivered an from Jacob to me! Inside was his picture and a letter. If we can’t see each other face to face, at least we can see each other face to picture.

8

Dear Juno •

Book 3.1/Unit 1

Practice Comprehension: Character, Setting, Plot

Name

The characters are the people and animals in a story. The setting is where and when the story takes place. The plot is the important events in the beginning, middle, and end of the story.

Read the letter and answer the questions below.

Dear Jesse, Wait until I tell you what happened in school today! Remember that new boy, Jake? Well, it turns out he is not as mean as I thought he was. Today, a little girl was crying in the playground. Her ball was stuck on a tree branch. Guess what Jake did? He actually climbed the tree and got the ball for her. She didn’t even ask him for help. He gave it to her and actually played until the end of recess. I never expected him to be nice. Maybe I should have gotten to know Jake before I judged him. Your friend, Helen 1. What characters did Helen write about? 2. What are the important events that help Helen change her mind about

© Macmillan /McGraw-Hill

Jake?

3. Where did Jake show his true personality? 4. How has Helen’s opinion of Jake changed?

At Home: Ask your child to write a letter. Be sure he or she includes important events and when and where they take place.

Dear Juno •

Book 3.1/Unit 1

9

10

Name

Dear Juno •

Book 3.1/Unit 1

At Home: Have your child use the chart to retell the story.

© Macmillan /McGraw-Hill

How does the information you wrote in this Character Web help you analyze story structure in Dear Juno?

As you read Dear Juno, fill in the Character Web.

Practice Comprehension: Character, Setting, Plot

Practice Name

Fluency

As I read, I will pay attention to dialogue and punctuation. 10 21 23 35 46 51 61 67 77 81 89 99

A week earlier, Mr. Wilson had announced that his class was going to become pen pals with a classroom of students in Africa. Mr. Wilson rolled up the map. He picked up a piece of chalk. “Please raise your hand if you know what you’d like to say in the letter.” He wrote a greeting at the top of the chalkboard. Dear students of Mr. Addo’s class, Danny’s hand shot up. “We’re very excited to be your pen pals,” he said. Mr. Wilson wrote those words under the greeting. Then Sonya raised her hand. “It’s autumn here in Iowa. What is the weather like now in Ghana?” 107

Comprehension Check 1. To which country in Africa is Mr. Wilson’s class going to send a letter? Plot

© Macmillan /McGraw-Hill

2. What are some other things Mr. Wilson’s class might want to know about or share with Mr. Addo’s class? Make Predictions

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Dear Juno •

Words Correct Score

Book 3.1/Unit 1

11

Practice Text Feature: Time Line

Name

A time line shows an order of events and the years they happened. To read a time line, read the year, then read the event or information connected to it.

Use the time line to answer the questions below.

Approximate Number of Households with Cable Television 
NJMMJPO




NJMMJPO






NJMMJPO






NJMMJPO





1. About how many households had cable television in 1990?

2. In which year did about 66 million households have cable television?

3. About how many households had cable television in 1993?

5. Between what years did the number of households with cable television increase by 14 million?

12

Dear Juno •

Book 3.1/Unit 1

At Home: Ask your child to make up another question to answer using the time line. Have your child explain how the time line answers that question.

© Macmillan /McGraw-Hill

4. About how many more households had cable television in 1997 than in 1990?

Practice Vocabulary Strategy: Context Clues

Name

Context clues are words or sentences before or after an unfamiliar word. Use them to help you figure out the meaning of the unfamiliar word. Read the sentences. Circle the context clues that help you understand the meaning of the underlined word. Write the meaning of each word. 1. Because it took so long to ride across the country, only rapid horseback riders rode for the Pony Express. Rapid means 2. The memorandum was left on the notepad next to the phone. Memorandum means 3. The plane we took to visit our aunt ascended quickly up to the sky. Ascended means 4. I received an email from a random person I had never heard of. Random means 5. The chat between the two friends ended when Tim hung up the phone.

© Macmillan /McGraw-Hill

Chat means 6. Blue whales are mammoth and can grow g to one hundred feet. Mammoth means

At Home: Review the context clues your child used to figure out the meaning of each underlined word.

Dear Juno •

Book 3.1/Unit 1

13

Practice Phonics: Long Vowels

Name

Long vowel sounds are the sounds the letters a, e, i, o, and u stand for in the following words: make

Steve

ride

joke

cube

Add as many rhyming words as you can to each list. Each word must have the CVCe pattern. dine

blame

bone

plate

bride

© Macmillan /McGraw-Hill

bake

14

Dear Juno •

Book 3.1/Unit 1

At Home: Ask your child to read and make up sentences for the following words: kit, kite, cap, cape, hop, hope. Then have him or her read them aloud, noting the different sounds the words make.

Practice Name

Vocabulary

Read the sentences below. neighborhood

content

addressing

resort

a. We began addressing the problem of disappearing bird seed. b. We had to resort to a squirrel-proof bird feeder. c. Nearly everyone in our neighborhood has a dog. d. The cat was content to doze by the fire. Now match up the underlined words above with the correct definition listed below. 1. turn to for help 2. dealing with 3. satisfied 4. people living in the same area Choose any two of the words above and write a sentence for each word.

© Macmillan /McGraw-Hill

5.

6.

Whose Habitat Is It? Book 3.1/Unit 1

15

Practice Comprehension: Main Idea and Details

Name

The main idea is the most important point that an author wants readers to understand. Supporting details are the examples and evidence that explain more about the main idea.

Read the following article. List four supporting details that give more information about the main idea.

Zora Neale Hurston was one of the talented African-American writers of the 1920s. She wrote short stories, novels, plays, and musical shows. She also wrote about what happened in her own life. She grew up in the South. Although she left school to work, she later earned money to attend college. Hurston collected African-American stories and songs. She began in Harlem in New York City. Later she traveled through the South in a car she named “Sassy Susie.” Hurston asked people to tell her folk tales they had heard. She wrote them down so they would never be forgotten. Circle the sentence that tells you the main idea. Zora Neale Hurston used her talents to preserve African-American culture. or

Zora Neale Hurston earned money to attend college.

Supporting Details:

© Macmillan /McGraw-Hill

1.

2. 3. 4.

16

Whose Habitat Is It? Book 3.1/Unit 1

At Home: Work with your child to think of the main idea for a story. Then develop three supporting details. Encourage your child to write the story.

Practice Comprehension: Main Idea

Name As you read Whose Habitat Is It?, fill in the Main Idea Web.

Detail

Detail

Main Idea

Detail

© Macmillan /McGraw-Hill

Detail

How does the information you wrote in this Main Idea Web help you summarize Whose Habitat Is It? At Home: Have your child use the chart to retell the story.

Whose Habitat Is It? Book 3.1/Unit 1

17

Practice Name

Fluency

As I read, I will pay attention to my pronunciation of vocabulary words and other difficult words. 9 20 29 31 41 53 54 64 76 89 100

Rainforests are home to over half the world’s plants and animals. When the rainforest is lost, the circle of life breaks down. The climate changes. The plants and animals die off. People have come up with many ways to address this problem. One way to save the forests is to learn all about them. Another way is to get wood from somewhere else. Now there are tree farms where wood is grown. If you can get trees from a farm, then you don’t need to cut down a forest. Cutting a rainforest tree should only be done as a last resort. 101

Comprehension Check

2. What are ways to help save the forests? Problem and Solution

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

18

Whose Habitat Is It? Book 3.1/Unit 1

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. What happens when the rainforest is lost? Main Idea and Details

Practice Study Skill: Using a Dictionary

Name

Dictionaries give useful information about words. They are arranged in alphabetical order and show you how to spell or pronounce a word. Look at this sample dictionary entry. entry word example of word in a sentence part of speech first meaning of word example of word in a sentence second meaning

pronunciation

part of speech

first meaning of word

splash (splash) verb to throw liquid on something: My baby brother likes to splash in the bathtub. noun 1. a vivid impression: We wanted to make a big splash at the costume party. 2. a small amount: Use a splash of olive oil in the salad U just j dressing.

Use this dictionary entry to answer the questions below. structure (struk´chәr) noun 1. something, like a building, that is constructed: The steel structure was twenty stories high. 2. something arranged in a pattern: The leaf structure of an evergreen is different from that of a maple. verb to give form or arrangement to something: I need to structure my time each day to include enough sleep.

1. What is the entry word? 2. How many syllables does structure have?

© Macmillan /McGraw-Hill

3. What is the second meaning of the noun?

4. If structure means “to give form or arrangement,” what part of speech is structure? 5. What does structure mean in this sentence? “All but two percent of Antarctica’s land structure is covered by ice.”

At Home: Browse through a dictionary or magazine for other multiple-meaning words. Discuss each meaning with your child.

Whose Habitat Is It? Book 3.1/Unit 1

19

Practice Name

Vocabulary Strategy: Unfamiliar Words

Use a dictionary to find and write the part of speech and meaning of each word below. Then write a sentence that shows the word’s meaning. 1. vast

2. speck

3. cargo

4. fade

© Macmillan /McGraw-Hill

5. odor

6. hoarse

20

Whose Habitat Is It? Book 3.1/Unit 1

At Home: Work with your child to list and define unfamiliar words he or she hears in conversation using a dictionary.

Practice Phonics: Long a

Name

When a vowel says its name, it is a long vowel. When a syllable has two vowels, the letters stand for the sound of the first vowel. The letters ai or ay stand for the long a sound.

A. Read each sentence. Circle the word that has the long a sound. 1. My dog is afraid of thunderstorms. 2. I like to paint using watercolors. 3. The kitten plays with yarn until it is tired. 4. “Don’t knock over that pail!” 5. Mayy is one of the loveliest months of the year. 6. My dog laid by my feet during dinner.

B. Write rhyming words for each of the words with the long a sound. 7. afraid 8. paint © Macmillan /McGraw-Hill

9. plays 10. pail 11. May 12. laid

At Home: Look together through a magazine or catalog. Find words with the long a sound, spelled with ai or ay.

Whose Habitat Is It? Book 3.1/Unit 1

21

Practice Name

Vocabulary

A. Choose the correct word from the box to complete each sentence below. Write the word on the line. down

echoes

fierce

huddle

junior

shuffles

whips

instead of walks to keep

1. Peter Penguin’s father Peter’s egg from breaking.

2. When Peter Penguin is born, he is covered in a soft coat. 3. He stays with his father to keep warm while the winds blow. snow into the air.

4. The wind blows so hard it

and whistles as it blows.

5. It

6. While penguin mothers look for food, the fathers gather together in a to stay warm. 7. When the the adults look for food.

penguins are old enough, they play while

© Macmillan /McGraw-Hill

B. Choose any three words above and write a sentence for each of them on the lines below. 8. 9. 10.

22

Penguin Chick •

Book 3.1/Unit 1

Practice Comprehension: Main Idea and Details

Name

The main idea is the major point that an author wants readers to understand. Details are examples and reasons that explain the main idea.

For each main idea below, write some possible supporting details. Main Idea: It was very cold when we traveled to the Arctic. Supporting Details: 1. The wind is fierce. 2.

3.

Main Idea: I think traveling to

would be exciting.

Supporting Details:

© Macmillan /McGraw-Hill

4.

5.

6.

At Home: Together, look at a brief newspaper article or one of your child’s books. Help your child find the main idea and supporting details.

Penguin Chick •

Book 3.1/Unit 1

23

Practice Comprehension: Main Idea

Name As you read Penguin Chick, fill in the Main Idea Chart.

Details

© Macmillan /McGraw-Hill

Main Idea

How does the information you wrote in this Main Idea Chart help you summarize Penguin Chick? At Home: Have your child use the chart to retell the story.

24

Penguin Chick •

Book 3.1/Unit 1

Practice Name

Fluency

As I read, I will pay attention to tempo. 7 19 29 38 48 59 68 77 86

A seal pup weighs about 55 pounds (25 kilograms) at birth. In just ten days, the pup doubles its weight. At seven weeks, it doubles its weight again. How does this happen? Like all mammals, the pup drinks milk from its mother’s body. But seal milk is special. More than half of it is fat. This helps the baby grow quickly. After two weeks, the mother gives her pup a swimming lesson in the cold Arctic waters. The pup shuffles to the water’s edge. The mother pushes her young one into the water. Soon the pup is swimming. 96

Comprehension Check

© Macmillan /McGraw-Hill

1. How much would a seal pup weigh after ten days? Draw Conclusions 2. How does a seal pup learn to swim? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Penguin Chick •

Words Correct Score

Book 3.1/Unit 1

25

Practice Literary Elements: Rhythmic Patterns and Imagery

Name

The rhythmic pattern of a poem is a set beat, or sound pattern. Repeating accents in a poem make up the beat.

A. Write words you might use in a poem about a trip to the Arctic. Then write rhyming words. Use the words and rhyming words to write a brief poem about the trip. Make sure your poem has a set rhythm, or beat. Words

Rhyming Words

Poem

B. Read the line below from “Antarctic Anthem” and then write what image you get in mind on the lines provided.

Skyscraping icebergs roam

26

Penguin Chick •

Book 3.1/Unit 1

At Home: Together, choose a topic for a poem. Think about ideas to go in the poem and words to rhyme for each idea. Write a short poem and read aloud.

© Macmillan /McGraw-Hill

Imagery is the use of words to create vivid pictures in the reader’s mind.

Practice Vocabulary Strategy: Homographs

Name

Homographs are words that are spelled the same, but have more than one meaning. The meaning depends on how the word is used. For example, the word down can mean two different things. The leaves on the tree began to fall down. When baby birds hatch, they are covered with soft down.

Use the homographs in the box to answer the following questions. tear

palm

clip

fan

1. What is a part of your hand? 2. What is a drop of water that comes from your eye? 3. What do you do to make hair shorter? 4. What do you wave to cool you off? 5. What is a tree in hot tropical areas?

© Macmillan /McGraw-Hill

6. What is a rip in your jacket? 7. What holds papers together? 8. What is a person who loves sports called?

At Home: Look around your home and community for other common examples of homographs.

Penguin Chick •

Book 3.1/Unit 1

27

Practice Phonics: Long o

Name

Here are several spelling patterns that stand for the long o sound: The letters oa stand for the long o sound. (coat) The letters ow stand for the long o sound. (row) When the letter o comes before the letters ld, the letter stands for the long o sound.

A. Fill in the missing letter or letters so that the following words have the long o sound. Check the rules above if you have questions. k

9. k n

2. s n

10. f l

t

3. b l

11. m

t

st

4. c 5. g

12. s h

ld

13. b f

6. l 7. s c

14. f l

ld

15. l

st

8. r

st

n

16. g r

B. Follow the directions above to review these words with the long a sound. 19. s t r

17. g r 18. p l

28

n

Penguin Chick •

ght

20. d e l

Book 3.1/Unit 1

At Home: Scan a brief magazine article together looking for words with the long o sound. Write them in a list.

© Macmillan /McGraw-Hill

1. s

Practice Name

Vocabulary

Read the sentences. Then write the underlined word next to its definition below. a. Rabbits eat very little. They have a small appetite. b. It is sometimes difficult to satisfy a hungry pet. c. A good diet keeps rabbits healthy. d. They even manage to find food when it snows. e. Taking care of a pet can sometimes be a challenge. f. Rabbits scratch holes in the ground to hide. g. All people make mistakes because no one is perfect. 1. to scrape with claws 2. to be enough or give enough to meet the need, desire, or demand 3. to succeed at doing something 4. a need to eat 5. without a fault or mistake 6. well; not sick

© Macmillan /McGraw-Hill

7. something calling for work, effort, and the use of one’s talents 8. Choose three words and use them in one sentence. Underline the words.

The Perfect Pet •

Book 3.1/Unit 1

29

Practice Comprehension: Problem and Solution

Name

Like someone in real life, a character in a story may have a difficulty or problem. What the character does to solve the difficulty or problem is called the solution.

Read the passage and answer the questions about it.

Kim rescued a dog that was very sad. She wanted to make the dog happy, so she named her Joy. She bought toys for Joy, but Joy would not play. She gave Joy treats, but Joy would not eat. When she came home she would say, “Come, Joy. How about a hug?” She talked to her on their daily walks. She hugged her every day and rubbed noses with her. It took a while, but soon Joy was wagging her tail all the time. Joy was happy. 1. What problem does Kim have? What does she want to do?

2. What steps does Kim take to solve her problem?

4. What kind of person do you think Kim is?

At Home: Together, look through your child’s story books and

30

The Perfect Pet •

Book 3.1/Unit 1

identify the problem and solution in each. Talk about how the characters solved their problems. What steps did they take?

© Macmillan /McGraw-Hill

3. Why do you think Joy becomes happy?

Practice Comprehension: Problem and Solution

Name

As you read The Perfect Pet, fill in the Problem and Solution Chart.

Problem

Action

Action

Action

© Macmillan /McGraw-Hill

Action

Solution

How does the information you wrote in this Problem and Solution Chart help you analyze story structure in The Perfect Pet? At Home: Have your child use the chart to retell the story.

The Perfect Pet •

Book 3.1/Unit 1

31

Practice Name

Fluency

As I read, I will pay attention to punctuation. 10 23 31 39 42 49 58 69 74 84 96

Charlie called Emma. “I’ve got a problem,” he told her as soon as she picked up the phone. “How can I show my mom I can take care of a pet?” “Hmmm…,” said Emma. “What if you did some research on pets?” “Yeah, I could do that,” he said. “Listen,” Emma said. “Lucy needs a bath. She keeps scratching her fur, and I’m worried that she has fleas. Let’s talk about this tomorrow, okay?” Charlie called Josh. Josh said, “I can’t talk. I’m feeding Prince. I can’t believe this dog’s appetite! If I don’t get this food in his bowl, I’m afraid he’s going to cook for himself.” 108

Comprehension Check

2. Why can’t Charlie’s friends talk with him about his problem? Plot

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

32

The Perfect Pet •

Book 3.1/Unit 1

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. What is Charlie’s problem? Problem and Solution

Practice Text Feature: Diagram

Name

A diagram is a drawing that explains information. Some information is easier to understand by looking at a diagram than by reading about it.

Use these terms to answer the questions below. Then write the words in the diagram. tadpole

eggs

frog

Life Cycle of a Frog

© Macmillan /McGraw-Hill

1. What does the diagram show? 2. What is the first part of the life cycle? 3. What is the name of the adult animal? 4. What is the name of the animal in the middle of the life cycle?

At Home: Help your child make a diagram of an animal or plant. Explain that it is important to label a diagram so that people can easily read it.

The Perfect Pet •

Book 3.1/Unit 1

33

Practice Vocabulary Strategy: Multiple-Meaning Words

Name

Some dictionary entries contain multiple meanings of words bowl noun 1. a rounded dish: Mom put our dog’s food in a bowl. 2. something shaped like a bowl: We are going to the Greentown Bowl to see the football game. verb to roll a ball down an alley: Frank is going to bowl tonight. beat verb 1. to hit again and again or pound: Don’t beat the drum in the house! 2. to do better than or defeat: We beat Sharon’s team in soccer. 3. to throb or thump: You could feel the kitten’s heart beat. noun 1. a blow made over and over again: The steady beat of the hammer kept us awake. 2. a pounding sound, rhythm, or sensation: That song has a great beat. 3. a regular route: The police officer was patrolling his beat. Use the dictionary entry to answer each question. 1. What is the entry word? 2. What is the second meaning of the noun beat?

4. Use the first noun meaning of the word beat in a sentence.

34

The Perfect Pet •

Book 3.1/Unit 1

At Home: Find words in your child’s books or in newspapers and magazines. Ask your child what the word means. Together, make up a new sentence using the word.

© Macmillan /McGraw-Hill

3. Use the first verb meaning of the word beat in a sentence.

Practice Phonics: Long i

Name

Remember the following common spellings for the long i sound: i, ie, y, and igh.

A. Find the two words in each sentence that have the long i sound and write them in the spaces provided. 1. Why is the sky so blue? 2. The child got into a fight. 3. Dad went to buy a tie at the store.

4. I might ask the cook to fry the food.

5. Can you find a bright red paint for the barn?

B. Write the word in each sentence that has the long i sound. Underline the letter or letters that stand for the sound. 6. Did you know that pilot fish swim near blue sharks?

© Macmillan /McGraw-Hill

7. A bear once walked in front of my dad’s car. 8. We need to pry open this box. 9. The lights went out during the storm. 10. What is your favorite pie? 11. The pesky fly almost ruined our picnic. 12. Sam eats only mild food. At Home: Look at some of your child’s books or magazines and newspapers. Help your child look for words with the long i sound and help him or her to pronounce them.

The Perfect Pet •

Book 3.1/Unit 1

35

Practice Unit 1 Vocabulary Review

Name A. Circle the word that answers the question. 1. What soared up into the sky? sun

kite

train

2. Which animal would be most likely to scratch in the dirt? fish

snake

chicken

television

fork

3. What can crackle? paper

4. Which animal is covered with down? swan

dog

bear

5. If you are lost, what might you resort to doing? keep walking

ask for help

go shopping

B. Answer each question with a word from the box. appetite

downstairs

neighborhood

envelope

photograph

6. What do you use to mail a letter? 7. What do you take with a camera?

9. What makes people feel that it is time to eat? 10. What do you call an area or section of town where people live?

36

Unit 1 Review •

Book 3.1/Unit 1

© Macmillan /McGraw-Hill

8. What is the opposite of upstairs?

Practice Unit 1 Vocabulary Review

Name

A. Draw lines to match each vocabulary word with its correct meaning. 1. chuckled

a. handled in a clumsy way

2. nervous

b. young

3. fumbled

c. laughed quietly

4. whips

d. moves suddenly

5. junior

e. afraid or worried

B. Read each sentence. Use a word from the box to complete each sentence. addressing huddle

echoes perfect

content fierce

6. It was so cold and the wind was so stay inside.

healthy

that we had to

after I argue with my brother.

7. I am never

diet.

8. Eating fruits and vegetables is part of a me, I listen.

9. When Mom is

when you call out in a cave.

© Macmillan /McGraw-Hill

10. Your voice

together against the strong,

11. The boys had to cold wind.

12. The teacher said my test was the only one with no wrong answers and a

score.

Unit 1 Review •

Book 3.1/Unit 1

37

Practice Name

Vocabulary

A. Read the sentences. Fill in the blanks with the correct words from the box. securing

decorated

weakest

darkened

symbol

gnaws

it with

1. Jim wanted to make the stage prettier, so he flowers.

2. Megan drew a picture of a dove on the cover of the program. She said that stood for peace.

that it was a

3. At the end of the play, the stage was as much light as there was at the beginning.

so there wasn’t

4. Some of the costumes have holes in them. The stage hands think a on them at night.

mouse

the theater by locking the doors to

5. The guards are make it safe. 6. The to lift the stage props.

stage helper has the least amount of strength

B. Write new sentences for two of the vocabulary words used above. Then underline the vocabulary word. © Macmillan /McGraw-Hill

7.

8.

38

The Strongest One •

Book 3.1/Unit 2

Practice Comprehension: Summarize

Name

To summarize a story or selection, write the most important events or information using your own words.

Read each passage below. Then write a summary. 1. Last night was the final performance of the school play. The theater was packed. Every seat was taken. The play went on without any problems. In the end the audience stood up and clapped. They all agreed it was the best play they had ever seen. Summary:

2. A new movie with Ray’s favorite superhero was coming to the theater. He did not have enough money to go. He really wanted to see this movie. Ray decided he would earn the money. He washed his dad’s car. He cleaned his sister’s room, and he put away his mom’s clothes for her. By the time the movie got to the theater, Ray had enough money to see the movie and have some popcorn!

© Macmillan /McGraw-Hill

Summary:

At Home: Ask your child to give you a summary of what he or she did at school today.

The Strongest One •

Book 3.1/Unit 2

39

Practice Comprehension: Summarize

Name As you read The Strongest One, fill in the Story Map.

Character

Setting

Beginning

© Macmillan /McGraw-Hill

Middle

End

How does the information you wrote in this Story Map help you generate questions about The Strongest One? At Home: Have your child use the chart to retell the story.

40

The Strongest One •

Book 3.1/Unit 2

Practice Name

Fluency

As I read, I will pay attention to punctuation.

9 21 26 35 47 49 59 63 74 89 90 101

Narrator: One evening when John was out in the woods digging up the roots of an old tree for King George, his shovel hit something hard. John: What’s this? An old trunk with a mysterious symbol on it! Oh goodness, it’s a pile of gold coins—really buried treasure! Narrator: John danced for joy, but then he realized he had a big problem. John: If the king finds out about this treasure, he will keep all of it. If I tell Maria about it, she will tell the whole world. Narrator: John thought of a plan to fool the king and keep the treasure for the villagers. 107

Comprehension Check

© Macmillan /McGraw-Hill

1. What is John’s problem? Problem and Solution

2. Why does John want to keep the treasure a secret? Plot

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

The Strongest One •

Words Correct Score

Book 3.1/Unit 2

41

Practice Text Feature: Photos with Captions

Name

Photos with captions are photographs with a sentence or two under them telling about the photo. These captions give you more facts about a topic. Sometimes photos and captions are part of a photo essay.

Performances Throughout the Year

The students in the third grade sing at the Winter Concert.

Maddy Winfield plays “Nocturne” at the opening PTA meeting in September.

Look at the photos and captions. Use them to answer the questions below.

2. Who plays the piano? 3. What song did the PTA hear? 4. How many students sang at the Winter Concert? 5. Which PTA meeting did Maddy Winfield perform at?

42

The Strongest One •

Book 3.1/Unit 2

At Home: Ask your child to tell information from one of the captions that he or she could not know by just looking at the photo.

© Macmillan /McGraw-Hill

1. What did the third graders do for the Winter Concert?

Practice Vocabulary Strategy: Antonyms

Name

Antonyms are words that have opposite meanings. Read the examples of antonym pairs: soft/hard

dark/light

fast/slow

happy/sad

A. In each group of words, circle the two words that are antonyms. 1. rough

take

smooth

hide

2. pull

rush

chase

push

3. gray

true

proud

false

4. strike

near

far

eat

5. narrow

round

wide

red

B. Write a sentence using the antonym of the word given. Underline the antonym in the sentence. 6. weakest

7. awake

© Macmillan /McGraw-Hill

8. clean

9. high

10. cry

At Home: Ask your child to tell you antonyms for the following words: rough, up, long, light.

The Strongest One •

Book 3.1/Unit 2

43

Practice Phonics: Long e

Name

Say the following words that have the long e sound. Notice there are three different spellings for the long e sound: e–me

ee–feet

ea–heat

A. Fill in the missing letters e, ee, or ea to make a word that makes sense in the blank in each sentence. 1. I asked my sister to come to the play, but sh 2. Let’s s

did not want to come.

l the letter and mail it. n man named Scrooge.

3. That movie is about a m 4. Many performers f

l nervous before going on stage.

5. The conductor lost the sh

t music for the song.

B. Write a sentence for each of the following words with the long e sound. 6. freeze

© Macmillan /McGraw-Hill

7. free

8. bean

44

The Strongest One •

Book 3.1/Unit 2

At Home: Ask your child to read and make up sentences for the following words: met, meet, set, seat, fell, feel.

Practice Name A.

Vocabulary

Write the correct word from the word box on each line. passion bothering

dangerous admire

splendid concentrate

ached

ever!

1. The exciting games made the party the most forest.

2. The wolf was scared in the dark and the paintings of a good artist.

3. I 4. The wolf’s paw

after he stepped on a sharp rock. .

5. A person who has a strong feeling has

me when I picked the

6. The buzzing bee kept flowers. 7. I had to B.

while I read a hard part of the story.

Use the words from the box to answer the questions.

8. Which word from the box has one syllable?

© Macmillan /McGraw-Hill

9. Write the words from the box that are two-syllable words.

10. Write the words from the box that are three-syllable words.

Wolf! •

Book 3.1/Unit 2

45

Practice Comprehension: Fantasy and Reality

Name

How do you know if a story and its characters are fantasy or reality? • If story events could happen to the characters in real life, the story is reality. • If story events could not happen to the characters in real life, the story is fantasy.

Read each sentence. Tell whether the sentence is fantasy or reality. Tell how you know. 1. I watched a wolf skate over the top of a rainbow.

2. Animals ate in their cages at the zoo.

3. The animals ran through the woods.

© Macmillan /McGraw-Hill

4. I saw the wolf dress his babies in hats and gloves.

46

Wolf! •

Book 3.1/Unit 2

At Home: Have your child make up two short stories to tell you about wolves, one fantasy and one reality. Ask your child to explain what makes one story fantasy and the other reality.

Practice Comprehension: Fantasy and Reality

Name As you read Wolf!, fill in the Fantasy and Reality Chart.

Reality

© Macmillan /McGraw-Hill

Fantasy

How does the information you wrote in the Fantasy and Reality Chart help you generate questions about Wolf!? At Home: Have your child use the chart to retell the story.

Wolf! •

Book 3.1/Unit 2

47

Practice Name

Fluency

As I read, I will pay attention to punctuation and intonation. 8 19 28 40 51 63 72 73 83 88 96 97 111

“You haven’t eaten any lunch, Katie,” my grandmother said. She was right. The pile of mashed potatoes was a round ball. My broccoli pieces still looked like perfect little trees. And I had eaten only a spoonful of bean chili. The next day, Granny was leaving on a trip to Europe. She was staying on a sheep farm in Ireland for a month. Traveling the world was Granny’s passion, but I was worried. “With all those sheep, there might be wolves,” I told her. “It could be dangerous.” “You’ve been reading too many fairy tales,” Granny said. I had read plenty of fairy tales. But I had also read a lot of nonfiction. 113

Comprehension Check 1. Why is Katie worried? Plot

Inferences

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

48

Wolf! •

Book 3.1/Unit 2

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

2. What does Granny think of Katie’s fear about the wolves? Make

Practice Name

Text Features

Boldface type, headings, italics, and pronunciation can help you better understand important information in the text.

Look at the numbered parts of the article. Identify each text feature from the list below. Write the correct feature on each line. boldface type heading italics pronunciation key

(1) Animals in the Wild Animals living in the wild know they must take care of themselves. Animals know this because they were born with (2)instinct (3)(in´ • stingkt´) and don’t have to learn how to do things. For example, wolves know to make their home in a place called a (4)den. They know that the den must be well hidden to keep the young wolves safe. 1. 2.

© Macmillan /McGraw-Hill

3. 4. 5. Based on the information in the article, what is the definition of instinct?

At Home: Share newspapers, magazines, and books with your child. Ask your child to point out each of the following: boldface type, heading, italics, and pronunciation key.

Wolf! •

Book 3.1/Unit 2

49

Practice Vocabulary Strategy: Multiple-Meaning Words

Name

Suppose you find a word you don’t understand as you are reading. You look up the word in the dictionary and find it has more than one meaning. How do you know which meaning is correct? • Read the definitions. • Try each meaning in the sentence to see if it makes sense.

Read the dictionary entry. Then write the letter of the correct meaning on the line next to each sentence below.

load noun 1. something carried: There is a load of hay in the wagon. 2. the amount that can be carried: One load of stones will fill in the ditch. 3. something that weighs on the mind: Leaving the dentist’s office took a load off my mind. verb 4. to put a load in or on something: Let’s load the hay into the wagon. 5. to put something into a device: Do you know how to load film into that camera? a. Finishing his book report took a load off Justin’s mind. b. Ms. Gomez will show us how to load that program into the computer.

d. The truck carried a load of fresh fruit to the market. e. Tomorrow morning we will load the car and start our trip.

50

Wolf! •

Book 3.1/Unit 2

At Home: Have your child write two sentences that include the word bank used with two different meanings. Then have your child tell you what meaning he or she used.

© Macmillan /McGraw-Hill

c. Will one load of bricks be enough to build the wall?

Practice Phonics: Words with /ch/

Name

You may see the letters ch at the beginning, middle, or end of a word. Say each of these words aloud: charge, munching, bench. You may see the letters tch at the middle or end of a word. Say these words aloud: stretch, matching.

Look at the pictures below. Choose the one that has ch or tch and answer the question. Write its name on the line next to the question it answers.

1. Which tells the time? 2. Which lays an egg? 3. Who instructs the class?

© Macmillan /McGraw-Hill

4. Which is covered in sand? 5. Which will help you measure a piece of ribbon? 6. Which melts on pizza? 7. Which is on the roof of a house that has a fireplace? 8. Which is put over a hole in your shirt?

At Home: Join your child in looking around your home to find objects with names that have the letters ch or tch. Invite your child to make a list and place it on the wall or refrigerator.

Wolf! •

Book 3.1/Unit 2

51

Practice Name

Vocabulary

A. Use the vocabulary words from the box to complete each sentence. predictions

objects

computers

entertainment

1. Our principal asked several large companies to donate software for the

. is usually playing board games

2. In the winter our indoors. 3. Many of these

have come true, but some have not.

4. Look around the classroom and find

that your

parents used in school when they were young. B. Read each definition and write the correct vocabulary word next to it. 5. something that interests or amuses people 6. things that you can touch or see

8. electronic machines that store and organize information

52

What’s in Store for the Future? Book 3.1/Unit 2

© Macmillan /McGraw-Hill

7. statements about what someone thinks is going to happen

Practice Comprehension: Fact and Opinion

Name

A fact is something that can be proven to be true. An opinion is a belief that may or may not be supported by facts.

Read each sentence. Decide if it is a fact or an opinion. Write fact or opinion on the line. 1. George Washington was the first president of the United States.

2. Soon voters will elect the first female president of the United States.

3. Anything important has already been invented. 4. People can use their computers to keep in touch with their friends and family. 5. Solar energy is probably the best type of energy for the future.

6. In the year 2050, young people will have to work harder than they do

© Macmillan /McGraw-Hill

today.

At Home: With your child, read a short newspaper feature, such as a movie review. Discuss which information is fact and which is opinion.

What’s in Store for the Future? Book 3.1/Unit 2

53

Practice Comprehension: Fact and Opinion

Name As you read What’s in Store for the Future?, fill in the Fact and Opinion Chart.

Opinion

© Macmillan /McGraw-Hill

Fact

How does the information you wrote in the Fact and Opinion Chart help you summarize What’s in Store for the Future?

54

What’s in Store for the Future? Book 3.1/Unit 2

At Home: Have your child use the chart to retell the story.

Practice Name

Fluency

As I read, I will pay attention to my pronunciation of vocabulary words and other difficult words. 8 17 29 30 39 49 59 72 82 91 99

There are many predictions about the future of computers. Most people agree that progress will be made in the way computers look and in the way people will use them. Some experts think that hand held computers will take the place of books. Others think we’ll have computers we can wear. Some may hook on to eyeglasses. This would help pilots. They will be able to look at the sky and see their gauges at the same time. Computers sewn in jackets will let people keep track of their heart rate. Computer screens that show 3-D images are predicted too. This will make game playing far more exciting. 108

Comprehension Check

© Macmillan /McGraw-Hill

1. How will computers help in the future? Main Idea and Details

2. How do you think computers will help in the future? Fact and Opinion

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

What’s in Store for the Future? Book 3.1/Unit 2

55

Practice Study Skill: Parts of a Book

Name

The parts of a book help you find information. The title page shows the book’s title and author. The table of contents lists chapter titles. The glossary shows the meanings of words. The index lists the topics. Headings tell what each chapter is about.

Read each description. Choose the answer that fits the description. Circle the letter of your answer. 1. This part lists all the chapters in a book. a. index

c. title page

b. glossary

d. table of contents

2. A small dictionary in the back of a book is called

.

a. an index

c. a table of contents

b. a glossary

d. a title page

3. Most books are divided into

.

a. headings

c. chapters

b. subheadings

d. titles

4. An index

.

b. lists all names in the book c. lists all chapter titles in the book d. lists all page numbers in the book 5. The first page in a book is

.

a. the table of contents

c. the glossary

b. the title page

d. the index

56

What’s in Store for the Future? Book 3.1/Unit 2

At Home: Together, look at the parts of a book. Have your child name each part, helping as needed. Then choose a part at random, and have your child identify it.

© Macmillan /McGraw-Hill

a. lists all topics found in the book with page numbers

Practice Vocabulary Strategy: Plural Endings -s and -es

Name

Plural nouns name more than one person, animal, place, or thing. Add -s to most singular nouns to form the plural. Add -es to nouns that end in s, x, ch, or sh to form the plural. Add -es to nouns that end in y. Be sure to change the y to i.

Read each sentence. Add -s or -es to each word in parentheses ( ) to form the plural. Write the plural form of the word on the line. 1. The (scientist) found fish bones in the cave.

2. We filled all the (box) with cans of foods.

3. Organically grown (vegetable) can be found more easily now.

© Macmillan /McGraw-Hill

4. By 2050 (robot) will do most of the hard work.

5. The students used (dictionary) to look up unfamiliar words. 6. There are twelve (inch) in one foot.

At Home: Point to common objects in a room and ask your child to spell the singular and plural forms of the word.

What’s in Store for the Future? Book 3.1/Unit 2

57

Practice Phonics: Words with th, ph, wh, sh

Name

The letters th, ph, wh, and sh can be found at the beginning, in the middle, or at the end of many words. For example: th can be heard at the end of the word south ph can be heard in the middle of the word hyphen wh can be heard in the beginning of the word which sh can be heard in beginning of the word shore

Use each word clue to answer the question. Write your answer on the line. 1. It swims around in the sea. It has four letters and ends in sh. What is it?

2. A question that asks how to get someplace might start with this word. It begins with wh. 3. This can happen to you if you touch a live wire. The word starts with sh.

4. The first one in every year is January. It ends in th.

6. Cats have these. The word starts with wh. 7. The opposite of south. It ends with th. 8. It is a kind of picture. It begins and ends with ph.

58

What’s in Store for the Future? Book 3.1/Unit 2

At Home: Look at a page of a magazine article with your child, and circle all the words that fit the th, ph, wh, or sh pattern. Help your child identify the pattern and read each word.

© Macmillan /McGraw-Hill

5. You might use this to talk with a friend. The word has ph in the middle.

Practice Name

solar system dim

Vocabulary

easily temperatures

farther telescope

main probably

A. Fill in the blanks with the vocabulary words in the box to complete the sentences. be put together because

1. The new telescope could it had only two pieces.

that we couldn’t even

2. The light of the star was so see it with a telescope. 3. The temperatures are.

that planets are from the Sun, the colder their

for a gift so that he can look at

4. Jeremy got a planets and stars at night.

problem was the thick 5. Everyone agreed that the clouds that kept us from seeing any constellations. on planets are different due to their distance from

6. © Macmillan /McGraw-Hill

the sun. 7. We spent three weeks learning about the planets and objects that make up the 8. Michele of all the rain.

. won’t get to see any stars tonight because

The Planets in Our Solar System Book 3.1/Unit 2

59

Practice Comprehension: Summarize

Name

To summarize, tell the most important information about the text in your own words. Summarizing can help you better understand what you have read.

Read each passage. Write a summary for each one. 1. Mark told his younger sister about the stars. He pointed to the Big Dipper. He told her how it had gotten its name. Then Mark told his sister about Orion and other stars. A light rain began to fall. Mark told his sister they had to go in, but he promised to teach her more about the stars the following night. Summary:

2. Would you like to fly to the moon the way people fly on airplanes to places on our own planet? Moon flights may become common in the future. Today’s scientists are doing work that might make such travel possible soon. What would you like to do on the moon? Some might search for rocks or water. Others might want to draw what they see in the sky. Whatever you’d like to do, it may be possible someday.

60

The Planets in Our Solar System Book 3.1/Unit 2

© Macmillan /McGraw-Hill

Summary:

At Home: Have your child summarize a favorite story or article. Ask how summarizing can help a reader better understand a selection.

Practice Comprehension: Main Idea

Name As you read The Planets in Our Solar System, fill in the Main Idea Chart.

Details

© Macmillan /McGraw-Hill

Main Idea

How does the information you wrote in the Main Idea Chart help you generate questions about The Planets in Our Solar System? At Home: Have your child use the chart to retell the story.

The Planets in Our Solar System Book 3.1/Unit 2

61

Practice Name

Fluency

As I read, I will pay attention to my pronunciation of vocabulary words. 9 22 29 40 49 58 67 78 82 93 106 116 127

When something breaks on the space station, what does the crew do? They fix it. To repair the outside of the space station they must take a space walk. The temperature in space can be very hot or very cold. Astronauts wear space suits for protection. Their suits also provide air, since there is no oxygen in space. What happens if gravity pulls astronauts away during a space walk? They use a jet-pack “life jacket” to easily fly back to the station. Each year new tools make the job of fixing the space station a bit easier. A new kind of radio lets up to five people talk at one time. Heaters help keep fingers warm. New lights on the space helmets shine on dim and dark work areas. 129

Comprehension Check 1. How does the space suit protect the astronauts? Main Idea and Details

Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

62

The Planets in Our Solar System Book 3.1/Unit 2

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

2. How do new tools make fixing the space station easier? Main Idea and

Practice Text Feature: Internet Article

Name

You can go to a Web page by typing in its URL, or its address. The main page for a Web site is its homepage. The homepage often has a dropdown menu that lists the names of other pages on the site. Click on one of the words in the menu to go to the new page. Many Web sites have Internet articles. Along with the main article, you might see sidebars. These are shorter pieces of information about the same subject.

Answer these questions about the Internet in complete sentences. 1. What is a dropdown menu?

2. What happens if you click on a word in a dropdown menu?

© Macmillan /McGraw-Hill

3. What is another name for the address of a Web page?

4. Suppose you are reading an Internet article with the title Looking at the Night Sky. Which of these would more likely be a sidebar? Why? In Our Classroom or

Bright Stars

At Home: Ask your child to tell you about each of the following terms: URL, dropdown menu, homepage, Internet article, sidebar.

The Planets in Our Solar System Book 3.1/Unit 2

63

Practice Name

Vocabulary Strategy: Definitions

Authors sometimes have their readers use context clues, the surrounding words, to find the definition of a word. They sometimes use italics to show the word being defined.

Read the paragraph. Then write the definitions of the words in italics. Use each word in a new sentence.

When Rosita passed her examination, or test, she knew she would one day be flying to Pluto. For as long as she could remember, Rosita had wanted to be an astronaut, a person who travels in space. Now she would be a space pioneer, one of the first people to go to a new place. There was nothing brighter than Rosita’s future, or the time to come. 1. future New sentence:

2. astronaut New sentence:

3. pioneer © Macmillan /McGraw-Hill

New sentence:

4. examination New sentence:

64

The Planets in Our Solar System Book 3.1/Unit 2

At Home: Invite your child to write a sentence that includes both a word and its definition. Ask why an author might use this way to give a reader clues to a word’s meaning.

Practice Phonics: Words with thr, spr, scr, str

Name

The letters str, scr, spr, or thr appear at the beginning of some words. Say each of these words: stream, scrap, spread, throw.

Fill in the missing letters str, scr, spr, or thr to complete each word. Then use the word in a sentence. + ong =

1. Sentence:

2.

+ ow = Sentence:

3.

+ ape = Sentence:

4.

+ out =

© Macmillan /McGraw-Hill

Sentence:

5.

+ one = Sentence:

At Home: Say the following words, then ask your child to tell you the first three letters of each word: throw, scrap, strong, spray.

The Planets in Our Solar System Book 3.1/Unit 2

65

Practice Name

Vocabulary

A. Use the following words to complete each sentence below. proper

talented

useful

single

excitement

1. A snow shovel is the most off a sidewalk.

acceptance

tool for clearing snow

ballet dancer moved gracefully across

2. The the stage.

3. The writer was thrilled when he received a letter of for his poem. 4. Eating breakfast is the the morning.

most important part of

5. We were careful to use

manners at the table.

6. Our to land.

grew as we waited for the author’s plane

B. Write the definitions for the following words. 7. acceptance

© Macmillan /McGraw-Hill

8. talented

9. excitement

10. proper

66

Author: A True Story •

Book 3.1/Unit 2

Practice Comprehension: Author’s Purpose

Name

There are three common purposes or reasons why authors write: to inform, or give facts to readers; to persuade, or convince readers to believe or do something; to entertain, or tell a good story. Read each passage. Circle the author’s purpose. Then explain your answer.

Writing is my favorite thing to do when I get home from school. You should definitely try it. After school go home and just write about your thoughts for the day. Who knows, maybe your thoughts will turn into a story! 1. The author’s purpose is to: a. persuade

b. entertain

c. inform

2. because

Getting a book published is a long process. You have to write your story and then send it to a publisher. The publisher will decide if they like the story you wrote and then will publish it. Sometimes publishers do not like the story and you have to start the process over again. 3. The author’s purpose is to: a. persuade

b. entertain

c. inform

© Macmillan /McGraw-Hill

4. because

The funniest thing happened to me on my walk home from school. This cat in a tiny airplane flew over my head. I chased the plane and it landed in someone’s backyard. Then I noticed a little boy with a remote that was flying the small plane. Turns out the cat was not real! 5. The author’s purpose is to: a. persuade

b. entertain

c. inform

6. because At Home: Look through a magazine with your child. Choose two or three articles to read together. Discuss the author’s purpose in each.

Author: A True Story •

Book 3.1/Unit 2

67

Practice Comprehension: Author’s Purpose

Name

As you read Author: A True Story, fill in the Author’s Purpose Chart.

Clues

© Macmillan /McGraw-Hill

Author’s Purpose

How does the information you wrote in the Author’s Purpose Chart help you summarize Author: A True Story? At Home: Have your child use the chart to retell the story.

68

Author: A True Story •

Book 3.1/Unit 2

Practice Name

Fluency

As I read, I will pay attention to sentence length. 10 22 31 35 44 48 58 69 75 85 96 106

Elwyn Brooks White was born on July 11, 1899. He was the baby in his family. He had three sisters and two brothers. His brother, Stanley, taught him to read before he even started school. All six White children learned music. After dinner, the Whites played music together. They also did their homework. Mr. and Mrs. White had been too poor to stay in school. But they wanted their children to get a good education. The Whites lived in Mount Vernon, a city near New York City. Mount Vernon was more like a rural town in those days. A boy could still find many wild animals. White always had a dog and lots of other pets. 116

Comprehension Check

© Macmillan /McGraw-Hill

1. What did the Whites do for entertainment? Main Idea and Details

2. How did Mr. and Mrs. White feel about school? Make Inferences

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Author: A True Story •

Words Correct Score

Book 3.1/Unit 2

69

Practice Literary Elements: Repetition and Alliteration

Name

Repetition happens when words or phrases are repeated throughout a poem. Think of a song you know, such as “Twinkle, twinkle, little star.” The word twinkle is repeated. At the end of the song, the first line is repeated. The repetition of the same beginning sound in a series of words is alliteration. “Lucy likes lemonade” is an example of alliteration.

A. Complete the alliteration in the following sentences. .

1. Dave drew a dark

rhino.

2. Robert rode a rather .

3. Sarah saw a silly 4. Ned needs nothing but

.

B. Read the following poem. Look for repetitive lines.

5. Which line is repeated in the poem? 6. Why do you think the author chose to repeat this line?

70

Author: A True Story •

Book 3.1/Unit 2

At Home: Make up tongue twisters with your child, such as “She sells seashells by the seashore,” to practice alliteration and repetition.

© Macmillan /McGraw-Hill

Staring out the window watching the rain my dog and I sit watching the rain we want to go outside but we can only sit watching the rain.

Practice Vocabulary Strategy: Context Clues

Name

When you read an unfamiliar word, you can use context clues, or the words or sentences around the word, to figure out its meaning.

Read the sentences below. Use context clues to figure out the meaning of the underlined words. Write the meaning on the line. 1. We waited in line to get an autograph. The writer sat at a small table signing copies of her book. autograph means 2. The illustrator of the book was nearly as famous as the author. He was known for his detailed pen and ink drawings. illustrator means 3. I sent my completed book to a publisher. The publisher decided to print my book. publisher means 4. Every day I eagerly checked the mailbox for a letter that didn’t come. I was very frustrated by the delay. frustrated means

© Macmillan /McGraw-Hill

5. The fireworks quickly fizzled out. The rain made it hard for them to burn. fizzled means 6. The author was very proud of her book. She showed all her friends the acceptance letter. proud means

At Home: Look at an article in the newspaper or magazine with your child. Help your child figure out the meaning of unfamiliar words using context clues.

Author: A True Story •

Book 3.1/Unit 2

71

Practice Phonics: Words with wr, kn, gn

Name

Some words have silent consonants. They are usually part of a pair of consonants. The first consonant in the consonant patterns wr, kn, and gn is silent. For example: wrong, knife, and gnaw all have silent consonants at the beginning of the word.

Write the two consonants that complete the word in each sentence below. Then write the sound they stand for. gn

1. The author likes to

wr

i t e her stories as she listens to music.

o w how to play the violin.

3. The s i

was printed in three languages.

4. The author’s first book was about a princess from the tower. 5. We each the story. 6. The

i g h t who rescued a

o t e letters to the author telling her how much we liked

a t was buzzing around my face.

7. We had to tie a

o t in the rope so the boat wouldn’t drift

away. 8. I had to what it was.

72

a p the book I was giving my friend so he wouldn’t know

Author: A True Story •

Book 3.1/Unit 2

At Home: Look together through some of your child’s favorite story books to find words that have the silent consonant pairs wr, kn, or gn.

© Macmillan /McGraw-Hill

2. I

kn

Practice Unit 2 Vocabulary Review

Name A. Complete each sentence with a word from the box. symbol

splendid

1. Our flag is a

decorated

solar system

of the United States of America.

2. Stamps, paintings, and clothing are often pictures of the flag.

with

3. Astronauts have studied the planets in our

.

4. From space there are

views of Earth.

B. Read each statement. If it is true, write True on the line. If the statement is false, rewrite the sentence to make it true. 5. Going to the movies is one type of entertainment.

6. It is easy to see people’s clothing in a darkened theater.

© Macmillan /McGraw-Hill

7. People often like to make predictions about how a movie will begin.

8. Most people admire bad acting.

Unit 2 Review •

Book 3.1/Unit 2

73

Practice Unit 2 Vocabulary Review

Name

A. Read each sentence. Think about the meaning of the underlined word. Then circle the letter of the words that best describe its meaning. 1. If you concentrate on your tasks, you are more likely to do them well. a. hide something

b. play a game

c. put your mind to something

2. When you read, you should think about the main idea of a paragraph. a. most important

b. many details

c. all the facts

3. You probably have learned a lot about the stars and planets. a. absolutely

b. most likely

c. perhaps

4. You may know that astronomers use a telescope in their work. a. an instrument to see things far away

b. an instrument to see things close up

c. an instrument that calls other scientists

5. They see many kinds of objects in outer space. a. falling stars

b. spaceships

c. things

B. Complete the paragraph with words from the box.

passion

excitement

Our

useful

proper

securing

and keyboards were put on a long table.

Our principal had the job of

them to our desks

so they would not fall. Our teacher gave us the instructions about using our keyboards. She pointed out some keys. Our learned new things. Some kids have a real finding new facts about outer space.

74

Unit 2 Review •

Book 3.1/Unit 2

grew as we for

© Macmillan /McGraw-Hill

computers

Practice Vocabulary

Name A. Write the vocabulary word from the box that completes each sentence below. You will need to use some words more than once. gaze

agreeable

guests

banquet

curiosity

at the hotel lined up for the

1. The visitors and breakfast

untrusting

.

2. Our server at dinner was pleasant and 3. All the wedding cut their cake.

.

clapped after the bride and groom

in other

4. Sometimes peanut butter is an unusual countries because people are afraid to try it.

of soy

5. Meat eaters are sometimes suspicious and burgers.

on the herd of cattle as

6. The tiger fixed its stare and if it were about to feast at a

.

B. Write synonyms for the following words.

© Macmillan /McGraw-Hill

7. agreeable 8. curiosity

Stone Soup •

Book 3.1/Unit 3

75

Practice Comprehension: Make Inferences

Name

An inference is a conclusion you make about a character or an event using information or clues in the text and your own knowledge and experience.

Read the passage and make inferences by answering the questions below.

A Special Dinner Dad and Annie went out for dinner every December 18. This year was special. Dad surprised Annie by saying, “I am taking you to a new restaurant. It serves foods from around the world.” Annie sighed. “I’m not sure about foods from other countries. I like my old favorites.” Dad smiled. Annie frowned. She looked forward to this dinner and didn’t want anything to go wrong. When they arrived at the restaurant, Annie saw the sign and exclaimed, “Oh, that’s what you meant by foods from around the world!” The sign said, “Grand Opening. World’s Best Pizza, Tacos, and Egg Rolls!”

2. How do Annie and her dad get along? How can you tell?

76

Stone Soup •

Book 3.1/Unit 3

At Home: Ask your child to explain, using clues from the story, the joke Dad played on Annie.

© Macmillan /McGraw-Hill

1. How does Annie feel about trying new things? How can you tell?

Practice Comprehension: Make Inferences

Name

How does the information you wrote in this Inference Map help you visualize details in Stone Soup?

Clue Clue

Inference

Clue Clue

Inference

Clue Clue

© Macmillan /McGraw-Hill

As you read Stone Soup, fill in the Inference Map.

At Home: Have your child use the chart to retell the story.

Stone Soup •

Book 3.1/Unit 3

77

Practice Name

Fluency

As I read, I will pay attention to punctuation. 9 14 22 31 40 49 58 69 79 80 90 96 104 110 121

“I’m feeling extremely woozy,” said the fox. He wiggled around, trying to get comfortable. “Maybe you ate too much,” said the bird. The fox bubbled and burped and moaned and groaned. HICK! The fox spit out a mouthful of seeds. “Excuse me,” said the fox, “I have the hiccups.” HICK! The fox spit out another mouthful of seeds. The bird bucked and rocked with each hick. At last they reached the mountaintop, and the bird skidded in for a landing. The fox climbed down from the bird’s aching back. He felt dizzy from the bumpy trip. “Thank -HICK! you!” said the fox, spitting seeds. “I will -HICK! -see you soon.” “Are you sure you will be all right?” asked the bird. “I will be -HICK! -fine,” said the fox. 129

Comprehension Check 2. What do you think will happen to the seeds? Make Predictions

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

78

Stone Soup •

Book 3.1/Unit 3

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. What happens when the fox hiccups? Plot

Practice Text Feature: Charts

Name

Charts arrange information into columns and rows. The headings of the columns form the categories. The information in each category is arranged to help the reader compare information in categories.

Read the paragraph below. Use the information in it to fill in the missing information in the Nutritional Information for Selected Foods chart.

Eating a healthy diet means eating foods from the five different food groups: dairy, meat, fruit, breads and grains, and vegetables. You should also keep track of how many calories you consume each day. An ounce of cheddar cheese has 115 calories, and a two-ounce hamburger patty has 240 calories. Vegetables usually do not contain as many calories as breads and grains. A serving of broccoli has only 50 calories, but a bagel has 200 calories. Some fruits have very few calories, but others have many more. A serving of watermelon may have about 155 calories. Nutritional Information for Selected Foods Food

Food Group

cheddar cheese

dairy

115

hamburger

meat

240

© Macmillan /McGraw-Hill

watermelon

Serving Size

1 slice 1

broccoli

Calories

vegetables

At Home: Help your child find information about other foods, and add this information to the chart.

200

1 cooked spear

Stone Soup •

Book 3.1/Unit 3

79

Practice Vocabulary Strategy: Synonyms

Name

Synonyms are words that have the same, or almost the same, meaning. Read these pairs of words that are synonyms: happy/glad

afraid/scared

chair/seat

tool/instrument

Use a word from the box to write a synonym for the word given. Then write a sentence using both of the words.

branch

banquet

1. Word: quick

problem

cool

fast

story

Synonym:

Sentence:

2. Word: twig

Synonym:

Sentence:

3. Word: chilly

Synonym:

4. Word: tired

Synonym:

Sentence:

80

Stone Soup •

Book 3.1/Unit 3

At Home: Ask your child to tell you three other pairs of words that are synonyms.

© Macmillan /McGraw-Hill

Sentence:

Practice Phonics: Words with /är/ and /ôr/

Name

When the letter a is followed by r, it usually stands for the /är/ sound you hear in barn. When the letter o is followed by r, it usually stands for the /ôr/ sound you hear in horn. Other words with the vowels sounds /är/ and /ôr/ include farm and shore.

A. Fill in the missing letters ar or or in the blanks to make a word that makes sense in each sentence. d in the mail from my grandmother.

1. I received a birthday c

2. When we have a lot of people over for dinner, I always go to the st

e with my mother to help her. ks at the back

3. When my dog wants to be let in the house she b door. 4. The walls were painted d

k blue.

5. When it is nice outside I like to go to the p swing on the swings. 6. Jennifer is so sm

k with my sister and

rt, she can solve hard puzzles.

B. Write a sentence to show the meaning of the following words.

© Macmillan /McGraw-Hill

7. born 8. part 9. more 10. cart

At Home: Have your child look in a book for five words that contain the ar or or sound. Have him or her use the words in a sentence.

Stone Soup •

Book 3.1/Unit 3

81

Practice Name

Vocabulary

A. Read the sentences. Then write each underlined word next to its definition below. 1. The author observed the silly things happening all around her. 2. Some would have been discouraged by the silliness, but she was not. 3. The silliness was suitable for someone writing a book of riddles. 4. Her editor advised the author about how to write a book of riddles. 5. The author was so tired from her work that she wearily decided to take a break. 6. She decided to depart for a vacation and finish the riddle book later. 7. The author had new ideas to increase the number of riddles. a. gave a suggestion or told someone how to do something b. leave or go away c. not hopeful d. right for a certain purpose e. saw and paid attention to f. grow in number

B. Use one vocabulary word in a sentence about riddles. 8.

82

One Riddle, One Answer Book 3.1/Unit 3

© Macmillan /McGraw-Hill

g. in a tired way

Practice Comprehension: Plot and Setting

Name

The plot is the series of events that take place in a story. The setting is where and when a story takes place. Read each story. Tell the plot and setting of each. 1. Tasha never wanted to try anything new. She refused every time she was asked. When Tasha went to school on Monday, her friends and teachers asked her to play on the school soccer team. Tasha was strong in sports, but she had never played soccer. She didn’t want to try a new sport. Tasha knew that the school would get new gym equipment if the team was the best in the city. Tasha thought and thought about her fear of trying new things. Finally she decided to play on the school soccer team. Her friends and teachers cheered. Setting:

© Macmillan /McGraw-Hill

Plot:

2. Mike loved attention. He always wanted everyone’s eyes on him. Mike and his best friend, Eduardo, tried out for a play at a theater in town one Saturday. During the tryout they took turns asking and answering riddles. Mike knew Eduardo wanted a part in the play more than anything else. At first Mike interrupted each time it was Eduardo’s turn to talk. Then Mike saw how sad Eduardo looked. He stopped interrupting and let Eduardo say his lines. They both got parts in the play! Setting: Plot:

At Home: Have your child tell you the setting and plot of a favorite story. Ask how recognizing setting and plot can help a reader better understand a story.

One Riddle, One Answer Book 3.1/Unit 3

83

84

One Riddle, One Answer

Book 3.1/Unit 3

Setting

Clue

Clue

Clue

Clue

Setting

Clue

Clue

At Home: Have your child use the chart to retell the story.

© Macmillan /McGraw-Hill

Name

How does the information you wrote in this Setting Web help you analyze story structure in One Riddle, One Answer?

Clue

Clue

As you read One Riddle, One Answer, fill in the Setting Web.

Practice Comprehension: Plot and Setting

Practice Name

Fluency

As I read, I will pay attention to pauses and intonation. 10 21 32 34 43 54 62 67 77 88 96 106 117

Once, long ago in Mexico, three brothers lived on a small farm. The soil was rocky. There was not much rain. Their crops did not grow well. For these reasons, they were very poor. Each day Pablo the youngest brother got up before sunrise. Then he crept silently out of the house while his brothers, Manuel and Juan, snored. Pablo walked many miles to the nearest school. He couldn’t spend the whole day at school because he had to return home to help his brothers on the farm. “Here comes Mr. Smart Guy,” Manuel would tease Pablo when he returned. Manuel had never gone to school and he didn’t want to go. He didn’t understand why Pablo liked it so much. 121

Comprehension Check © Macmillan /McGraw-Hill

1. Why does Pablo get up before his brothers? Plot 2. Why does Manuel tease Pablo? Plot

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

One Riddle, One Answer Book 3.1/Unit 3

85

Practice Study Skill: Consonance and Metaphor

Name

Consonance is the repetition of the same consonant sound at the end of two or more words. A metaphor is a statement in which one thing is compared to another to suggest a similarity.

A. Choose a word from the word box that shows consonance and completes the sentence. Some words will not be used at all. hug

floor

mud

eight

gain

1. See you tonight. We’ll meet at

den

feel

tone

. .

2. That flower should never be near the

.

3. The bug and the dog were in a bag and needed a 4. We walked around the flowerbed covered in

.

B. Tell why each sentence below is an example of a metaphor. Then tell what each sentence means.

© Macmillan /McGraw-Hill

1. My friend Denise is a walking dictionary.

2. My flashlight is my shining star.

86

One Riddle, One Answer Book 3.1/Unit 3

At Home: Ask your child to give you an example of a metaphor and explain why it is a metaphor.

Practice Vocabulary Strategy: Unfamiliar Words

Name

You can use many different kinds of clues when you are trying to figure out a word’s meaning. Words and clues in a sentence may help you figure out the meaning of the unfamiliar words. Breaking a word into its parts may help you find clues to the word’s meaning. Other times you need to look it up in a dictionary.

Read each sentence. Figure out the meaning of the underlined word. Then write the correct meaning of the word. 1. I like riddles, but my sister tries to pry hints from Mom before she will guess the answer. pry means 2. That riddle is not suitable for young children. suitable means 3. The new bedding is much softer than the old bedding. bedding means

4. Some whales are so mammoth that they grow to be over 100 feet long. Let’s think of a riddle that uses this fact. © Macmillan /McGraw-Hill

mammoth means 5. We read the entire book while we were at the library. We didn’t know when we would be back again. entire means

At Home: Have your child look in a newspaper article for an unfamiliar word. Help him or her look for clues to the word’s meaning in the sentence.

One Riddle, One Answer Book 3.1/Unit 3

87

Practice Phonics: Words with /âr/

Name

The sound of /âr/ as in dare, /âr/ as in fair, and /âr/ as in bear all stand for the same sound, but are spelled differently.

Answer each riddle with a word that has the sound /âr/ as in dare, fair, and bear. 1. I am a tasty fruit. I may be green or yellow. What am I? 2. I can have arms. You sit in me. What am I? 3. I have long ears, and I hop. I’m another word for rabbit. What am I?

4. I am a synonym for the word rip. What am I? 5. I grow from people’s heads. What am I? 6. If you have only one shoe, you need another to make me. What am I?

7. I am what you pay the bus driver when you get on the bus. What am I?

9. I am another word for something that doesn’t happen often, like a rainbow. What am I? 10. I am what you do to clothes, socks, shoes, hats, and gloves. What am I?

88

One Riddle, One Answer Book 3.1/Unit 3

At Home: Ask your child to tell you a riddle in which the answer has the letters are, air, or ear to create the sound in dare, fair, and bear.

© Macmillan /McGraw-Hill

8. You walk up and down me to get to another floor. What am I?

Practice Name

preserve

Vocabulary

suffered

restore

rainfall

A. Use the correct vocabulary word from the box to complete each sentence. that our town 1. Our science class measured the gets in the spring and compares it to the rain that the town gets in the other seasons. 2. Mrs. Anderson taught us the different ways to beaches from eroding. during the

3. The people who lived near the beach storm when the waves washed away their homes. 4. Planting trees is a great way to be forests.

areas that used to

B. Write a sentence using each of the vocabulary words. 5. preserve

© Macmillan /McGraw-Hill

6. restore

7. suffered

8. rainfall

Saving the Sand Dunes Book 3.1/Unit 3

89

Practice Name

Comprehension: Cause and Effect

Write a sentence for a cause and an effect that makes sense for each picture.

Cause:

Effect:

© Macmillan /McGraw-Hill

Cause:

Effect:

90

Saving the Sand Dunes Book 3.1/Unit 3

At Home: Choose a photograph from a newspaper or magazine. Ask your child to tell you possible causes and effects that led to the event shown in the photograph.

Practice Comprehension: Cause and Effect

Name As you read Saving the Sand Dunes, fill in the Cause and Effect Chart.

Effect

© Macmillan /McGraw-Hill

Cause

How does the information you wrote in this Cause and Effect Chart help you analyze text structure in Saving the Sand Dunes? At Home: Have your child use the chart to retell the story.

Saving the Sand Dunes Book 3.1/Unit 3

91

Practice Name

Fluency

As I read, I will pay attention to my pronunciation of vocabulary words and other difficult words. 12 21 31 37 47 58 70 80 81 91 101 108 117

A kangaroo rat lives off water in its own body. It also saves water. It builds an underground home or burrow. When the rat breathes, it gives off some water droplets. This water stays inside the burrow. Pack rats store seeds and nuts in their burrows. The seeds and nuts absorb water from the air. This helps pack rats get enough to drink. They chew on a cactus plant only if they are suffering from thirst. Those cactus spines are sharp. Many birds live in the desert. There are owls, hawks, and roadrunners. Desert birds get all their water from the bugs, lizards, and small animals they eat. In the desert sun, water evaporates quickly. To keep cool many desert animals hunt for food at night. 126

Comprehension Check

2. How do birds get their water? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

92

Saving the Sand Dunes Book 3.1/Unit 3

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. How do pack rats get enough water? Main Idea and Details

Practice Study Skill: Using the Library

Name

The library offers many resources. • You can look up a topic, author, and title online in the electronic card catalog to find out if the library has the book you are looking for. • A telephone directory gives addresses and telephone numbers of people and businesses. The directory may be in a book or online. • Newspapers and magazines offer information about people, places, and things. You can learn about events that have just happened. Newspapers and periodicals are available in print or online.

Write the name of the resource you would use to complete each of the following statements. 1. Eduardo wants to know if the library has a book about whales. .

He should check the 2. Anna wants to read an article about the storm that eroded her favorite

.

beach yesterday. She should check the 3. Alex is interested in finding the telephone number of the local pet store.

.

© Macmillan /McGraw-Hill

He should check the 4. Mrs. McConnel wants to read an article on new scientific research about

.

the causes of beach erosion. She should check a

At Home: Together, read a short newspaper article about the environment. Ask your child to tell you two facts that would probably not yet be in a book.

Saving the Sand Dunes Book 3.1/Unit 3

93

Practice Vocabulary Strategy: Multiple-Meaning Words

Name

Some words have more than one meaning. These are multiple-meaning words. The dictionary has each definition of these words. Try each meaning and choose the one that makes sense. Read the dictionary entry. Answer the questions below using information from the dictionary entry. roll noun 1. a list of names: The teacher read the roll to see who was in the class. 2. something wrapped around a tube: We ripped off pieces from the roll of paper. verb 1. to move on wheels: I saw the car roll down the street. 2. to turn again and again: Please roll up the dog’s leash. 3. to move forward: We watched the fog roll in. 1. The storm began to roll in around noon. The part of speech of the word roll is a

.

2. Use the second meaning of the word roll as a noun in a sentence.

4. Use the second meaning of roll as a verb in a sentence.

94

Saving the Sand Dunes Book 3.1/Unit 3

At Home: Ask your child to write two sentences that use the word bite. Explain that bite should have a different meaning in each sentence.

© Macmillan /McGraw-Hill

3. Use the first meaning of roll as a verb in a sentence.

Practice Phonics: Words with /ûr/

Name

The sound /ûr/ can be spelled in different ways. For example: er in the word her ir in the word skirt

ear in the word learn ur in the word nurse

A. Answer each question with a word from the word box that has the /ûr/ sound. large first

dart learn

birth guard

dirty fern

1. When my room is before I can play outside.

burn early

so we don’t have to

to wake up. I like to read before the

4. Sarah can never find her wallet in her filled with other things. 5. The scientists found nothing in their bones in the desert. © Macmillan /McGraw-Hill

scared hurry

my mom makes me clean it

2. We always get to the museum wait in line. 3. I am usually the house gets too noisy.

search purse

because it is

for dinosaur

B. Choose two other words from the box that have the /ûr/ sound and use them in the same sentence. Underline the words. 6.

At Home: Have your child say the words and point out the different spellings for the /ûr/ vowel sound. Ask your child to say and write rhyming pairs with different spellings for the /ûr/ vowel sound.

Saving the Sand Dunes Book 3.1/Unit 3

95

Practice Name

Vocabulary

A. Choose a word from the box to complete each sentence below. annual aisles

potential expensive

politely innocent

wrapping package

1. This year we changed the place for our family picnic. the big presents.

2. Use this paper for

.

3. My sister thinks that I broke her suitcase, but I am to everyone, not just adults.

4. You should speak 5. The travel-supply store has 6. The airplane tickets were so the bus instead.

that are very narrow. that we took

before I could mail it to Grandma.

7. I had to wrap the

8. The spaceship journey may be dangerous, but it has great for new information about Mars. B. Write a sentence using the vocabulary words correctly.

10. expensive

96

The Jones Family Express Book 3.1/Unit 3

© Macmillan /McGraw-Hill

9. annual

Practice Comprehension: Make Inferences

Name

Sometimes readers need to infer, or figure out, what is happening in a story from clues that the author gives. To make inferences, add what you know to what the author tells you.

Read the paragraph and answer the questions.

Last year my brothers, my mom, and I took a trip to Chicago. Dad stayed home. This year we’re planning a trip to New York City. Dad is making up our sightseeing schedule again. We always follow his advice and have a great time. I like to call him every day and tell him what we did. Dad says he doesn’t have to leave home to travel to cities in the United States because they are as close as his travel magazines and books. Next year we may even go to Mexico. 1. How does Dad feel about his family taking trips without him?

2. Explain how you know.

© Macmillan /McGraw-Hill

3. Do you think Dad will travel with his family to Mexico? Why or why not?

4. Do you think the narrator would like Dad to travel with the family? Why or why not?

At Home: Have your child read a few paragraphs of an unfamiliar story. Ask your child to infer what will happen. Check together on the accuracy of the inference.

The Jones Family Express Book 3.1/Unit 3

97

Practice Comprehension: Make Inferences

Name As you read The Jones Family Express, fill in the Inference Chart.

Inference

© Macmillan /McGraw-Hill

Clues

How does the information you wrote in this Inference Chart help you visualize details in The Jones Family Express?

98

The Jones Family Express Book 3.1/Unit 3

At Home: Have your child use the chart to retell the story.

Practice Name

Fluency

As I read, I will pay attention to punctuation and dialogue. 9 14 23 33 43 53 62 73 85 87 98 109 120

“How are you two doing?” the conductor asked Marie. “Fine, thanks,” Marie said politely. Marie then asked her dad, “How’s Rosie?” She was talking about her tiny black poodle. Her mom was holding the tiny dog in a baby carrier around her neck. “She’s just fine,” Mr. Diaz told her. “Rosie is sleeping.” Her parents wanted to leave Rosie home, but Marie insisted that her new puppy was too young to leave behind. She was so small she’d be no trouble at all. Her parents finally agreed. Marie spent the last hours of the trip reading. Her new book was so interesting that it made the hours pass quickly. Soon she felt the train slow down. Her heart began to beat fast. 122

Comprehension Check

© Macmillan /McGraw-Hill

1. How did Maria convince her parents to bring Rosie on their trip? Plot

2. Why did Maria’s heart begin to beat faster? Make Inferences

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

The Jones Family Express Book 3.1/Unit 3

99

Practice Text Feature: Directions

Name

Reading directions often involve numbered steps of what to do. They are numbered because that is the order they are to be followed in. Begin with the first step, number 1, and continue through all the remaining steps in order.

Read the paragraph and the directions. Then answer the questions that follow.

Carlos and some friends plan to take the bus to Zoo Land Amusement Park. They called the local bus company for directions. They learned the following information. 1. Catch the #4 crosstown bus on the corner of Elm and Spruce. You need exact change for the fare. The fare is 50 cents for students under 18 and $1.00 for adults. Get a transfer. 2. Ride the #4 crosstown bus to the corner of State and Main. It is about a ten-block bus ride. 3. At State Street transfer to the #7 downtown bus. You do not need to pay again. 4. Ride the #7 bus to the last bus stop. 5. When you leave the bus, you will see the entrance sign, “Zoo Land Amusement Park.” 6. Have fun!

2. What transportation will they take first? 3. How much will it cost them? 4. Where will Carlos and his friends transfer buses? 5. Where will they ride the #7 bus to?

100

The Jones Family Express Book 3.1/Unit 3

At Home: Give your child specific directions for a household task. Have your child write down the steps in order. Provide help as needed.

© Macmillan /McGraw-Hill

1. How will Carlos and his friends get to the amusement park?

Practice Vocabulary Strategy: Homophones

Name

Homophones are words that sound alike but have different meanings and are spelled differently.

A. Circle the correct word to complete each sentence. 1. We brushed the horse’s (main, mane) before the show. 2. I used butter, (flour, flower), and sugar to make the cookies. 3. Dad and I need to tighten the (break, brake) on my bike. 4. We need more wind to (sail, sale) the boat. 5. There was a (wrap, rap) on the window. 6. What is the name of the (mane, main) street near your house? 7. I picked this beautiful red (flower, flour) for my aunt. 8. Tasha dropped the glass but it did not (brake, break) break). 9. Mom and I went to the back-to-school (sale, sail) to buy jeans and jerseys. 10. I had to (rap, wrap) the present before we left for the party. B. Write the correct homophone next to each word below.

© Macmillan /McGraw-Hill

Example: rows

rose

11. knot

16. be

12. haul

17. deer

13. tacks

18. steal

14. flea

19. affect

15. scene

20. hoarse

At Home: Help your child think of a homophone. Have your child use the two definitions of the word in sentences.

The Jones Family Express Book 3.1/Unit 3

101

Practice Phonics: Words with /u¯ /, /u˙ /, and /ü/

Name

Circle the words in the boxes below that have the same vowel sounds as in the examples.

cruel stood

boost stoop

/u ˙ / (oo) as in wood or cook shook goose good smooth

boom flood

w wool hoof

/u¯ / (CVCe, ue) as in Yule or fuel mute excuse amuse lose

news fumes

cube sue

© Macmillan /McGraw-Hill

/ü/ (oo, ue) as in pool or duel poodle hood mule cure

102

The Jones Family Express Book 3.1/Unit 3

At Home: With your child, look for words in a familiar book that have the vowel sound in soon, book, true, or tune. Have the child read each of these words aloud.

Practice Name

Vocabulary

A. Read the story. Then fill in the blanks with the correct words from the box. instance

illustrate

style

textures

sketches

suggestions

From the time she was a child, Jenna knew she wanted to children’s books. Jenna had her own of drawing. It was different from that of any artist she had ever seen. Her special in them. For

had something , Jenna always drew a piece

of hair sticking up from the heads of all of her characters. Jenna loved to paint with oil paints. Some of her paintings had smooth . In others, the paint was thick and rough. As she grew up, Jenna took several classes in drawing and painting. from her teachers helped Jenna improve her work. When Jenna finished the pictures for her first children’s book, she

© Macmillan /McGraw-Hill

thanked all the teachers who had helped her along the way. B. Using the clues in the story, write the definitions of these vocabulary words. Check your definitions with a dictionary. 1. instance 2. illustrate 3. style 4. textures What Do Illustrators Do? Book 3.1/Unit 3

103

Practice Comprehension: Sequence

Name

In a story, events take place in a certain sequence, or order.

Read the events. For each event, write what you think might happen next. Use clue words, such as first, next, then, and finally. 1. Bryan went to the art store.

2. The end of Natasha’s pencil broke.

3. Naomi finished sketching the tree on her paper.

5. Naomi painted the last few details on her painting.

104

What Do Illustrators Do? Book 3.1/Unit 3

At Home: Ask your child to explain how to do a task, such as tying shoes or making a sandwich. Remind your child to give you the steps to follow in the correct sequence.

© Macmillan /McGraw-Hill

4. He took out his sketch pad and reached for his pencil box.

Practice Comprehension: Sequence

Name

As you read What Do Illustrators Do?, fill in the Sequence Chart.

Event

Event

Event

© Macmillan /McGraw-Hill

Event

Event

How does the information you wrote in this Inference Chart help you analyze text structure in What Do Illustrators Do? At Home: Have your child use the chart to retell the story.

What Do Illustrators Do? Book 3.1/Unit 3

105

Practice Name

Fluency

As I read, I will pay attention to tempo and punctuation. 10 22 27 37 47 57 69 71 81 93 102 112 120 129

Most of us wish we could draw people. Whether you want to illustrate a story or design a poster, the ability to draw people comes in handy. We all look at faces every day. But beginning artists still have trouble putting what they see on paper. For instance, they often draw the eyes too low. They make the top of the head too small. The people they draw look like pinheads! You don’t need special supplies to learn to draw. All you really need to get started is an ordinary pencil and a good eraser. Use any kind of plain white paper. It’s a good idea to start by copying other drawings and photographs. You will get better with practice. Then you can surprise your friends and family by drawing them. 131

Comprehension Check 1. What are some common mistakes for beginning artists? Main Idea and

2. What is a way to become a better artist? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

106

What Do Illustrators Do? Book 3.1/Unit 3

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

Details

Practice Text Feature: Interview

Name

An interview is a written record of a conversation in which the interviewer asks someone questions in order to gather information.

Read the interview. Then answer the questions. Interviewer: When did you open your art school? Cora Amble: I opened the art school last year. At first, I worked with students I knew from being an art teacher at their school. Interviewer: What kind of classes can students take in your school? Cora Amble: They can take classes in watercolor, oil paint, pastels, or pottery. Also, they can learn to make pots, mugs, or animal figures out of clay. Interviewer: Do you have many students in your school? Cora Amble: Twenty-five students are enrolled right now. I would like to hire another teacher so I can take more students. 1. What does Cora Amble do for a living?

2. When did Cora’s art school first open?

© Macmillan /McGraw-Hill

3. What kind of art do Cora’s students learn?

4. Why does Cora want to hire another art teacher?

At Home: Ask your child to come up with two questions he or she would like to ask a teacher at school.

What Do Illustrators Do? Book 3.1/Unit 3

107

Practice Name

Vocabulary Strategy: Sentence Clues

Sentence clues are other words in the same or a nearby sentence that come before or after an unfamiliar word. Sentence clues can help you figure out the meaning of a word.

Circle the context clues that help you figure out the meaning of the underlined word in each sentence. Write a possible definition of the word. 1. The artist looked at the barren canvas and filled the blank space with drawings of bright flowers. barren: 2. Illustrators need to consider all the scenes in a story as they think about what pictures to draw. consider: 3. The famous painting was obscured by the large crowd standing in front of it. obscured: 4. The sketches an illustrator makes at first are quick and rough.

5. Some illustrators excel at drawing faces, but others cannot draw faces very well. excel: 6. The artist makes outlines of w what will go on the pages of his book before he paints them. outlines:

108

What Do Illustrators Do? Book 3.1/Unit 3

At Home: Ask your child to look through a magazine for unfamiliar words. He or she should try to figure out the meaning of each using context clues.

© Macmillan /McGraw-Hill

sketches:

Practice Name

Phonics: Words with /oi/

© Macmillan /McGraw-Hill

Follow the directions for changing letters in each word. Write the new word in the blank column. New Word Original Subtract and add Word 1. royal drop the r, add l 2. boy drop the b, add j 3. foil drop the f, add t 4. voice drop the v, add ch 5. noise drop the n, add p 6. employ drop the empl, add ann 7. coin drop the n, add an l 8. point drop the p, add a j 9. soil add a p after the s 10. toy drop the t, add all 11. moist drop the m, add an h 12. destroy drop the destr, add ster to the end of the word

At Home: Ask your child to say and write as many words as possible that rhyme with foil.

New Word’s Meaning faithful to someone or something a feeling of happiness or excitement hard work or labor a decision or selection balance or gracefulness bother or upset someone wind in rings or spirals place where two parts meet ruin or go bad a mixture of two or more metals to lift something up in the air ocean mollusk that lives in shells

What Do Illustrators Do? Book 3.1/Unit 3

109

Practice Unit 3 Vocabulary Review

Name A. Write the letter of the definition in front of the correct vocabulary word that it matches. 1.

gaze

a. likable or pleasing

2.

guests

b. people who come to visit

3.

depart

c. leave or go away

4.

banquet

5.

agreeable

d. to bring back to an original condition

6.

restore

e. to look at in a steady way f. a special meal prepared for a lot of people

B. Write the word from the box that is the opposite of the boldfaced word.

expensive

increase

discouraged

politely

7. My friends and I were encouraged by the pale and weak look of the dog.

9. The food was very cheap to buy. 10. At our sale, we rudely asked people to buy baked goods so we would have money to feed our dog.

110

Unit 3 Review •

Book 3.1/Unit 3

© Macmillan /McGraw-Hill

8. We decided to decrease the amount of food it was getting.

Practice Unit 3 Vocabulary Review

Name A. Answer each clue with a word from the box. innocent

package

rainfall

sketches

1. It sometimes comes covered with pretty paper. It’s a

.

2. This person was incorrectly accused of doing something wrong. The person is . .

3. These drawings are done quickly. They are .

4. It can make you very wet. It’s

B. Use a complete sentence to answer each question with a vocabulary word from the box.

suffered

observed

suggestions

illustrate

5. Have you ever felt miserable with a sore throat?

© Macmillan /McGraw-Hill

6. Do you like to draw pictures for your stories?

7. Do you have any ideas to help me improve my drawing?

8. Have you noticed how I use many shades of blue in my paintings?

Unit 3 Review •

Book 3.1/Unit 3

111

Practice Name

Vocabulary

A. Write the vocabulary word that best completes each of the sentences below. recipes tasty

magnificent masterpiece

ingredient

until he found the best one for

1. José read many chocolate cake. 2. He planned to bake the most grandmother’s birthday.

cake ever for his

was the chocolate!

3. The only missing 4. Chocolate would make the cake very

.

5. José put the finished cake on the counter. It looked like a . B. Write the definitions for two of the vocabulary words. 7.

© Macmillan /McGraw-Hill

8.

112

Cook-a-Doodle-Doo! Book 3.2/Unit 4

Practice Comprehension: Compare and Contrast

Name

When you compare and contrast things, you look at the characteristics of each and point out how they are alike and how they are different.

Read the following paragraph and answer the questions below.

George the rooster and Stu the chicken have been friends for many years. They both loved being in the kitchen, but George liked to bake cookies and Stu liked to bake pies. Stu made his pies with different types of fruit, and George made his cookies with different nuts and chips. Both the cookies and pies were very tasty. Because everyone liked their cookies and pies, George and Stu decided to open a bakery so everyone could try them. George sells his cookies by the pound, and Stu sells his pies one at a time. Both of them sold everything on their first day. 1. Compare the similarities between George and Stu.

© Macmillan /McGraw-Hill

2. Contrast what you read about George and Stu.

At Home: Display two food packages. Have your child tell you what is alike and what is different about them. Discuss their color, shape, size, and texture.

Cook-a-Doodle-Doo! Book 3.2/Unit 4

113

Practice Comprehension: Compare and Contrast

Name As you read Cook-a-Doodle-Doo!, fill in the Venn Diagram.

Both

Little Red Hen

Pig

Both

Turtle

© Macmillan /McGraw-Hill

Rooster

How does the information you wrote in this Venn Diagram help you make inferences and analyze Cook-a-Doodle-Doo!?

114

Cook-a-Doodle-Doo! Book 3.2/Unit 4

At Home: Have your child use the chart to retell the story.

Practice Name

Fluency

As I read, I will pay attention to punctuation. 9 20 34 44 55 65 75 85 95 104 115

Even kids can be inventors. Frank Epperson was eleven years old when he proved it! One night he mixed powdered fruit flavor in a cup of soda water. He stirred it with a stick. That’s how people made fruit drinks in 1905. But after a sip or two, Frank left his drink on the back porch. The night grew very cold. By morning, Frank had a magnificent surprise. His fruit soda had frozen to the stick. Frank showed it to his friends. At first everyone thought Frank had lost his marbles. They thought he was crazy. But after one lick, everyone cheered. Frank’s invention was a masterpiece. A work of art! Frank called it an Epsicle. Frank decided to sell the icy treats. 122

Comprehension Check © Macmillan /McGraw-Hill

1. How was a fruit drink made in 1905? Main Idea and Details 2. How did Frank Epperson discover popsicles? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

Cook-a-Doodle-Doo! Book 3.2/Unit 4

115

Practice Text Feature: Diagram

Name

A diagram is a drawing that explains information. Some information is easier to understand by looking at a diagram than by reading about it.

All the food that you eat needs to be digested. Look at the diagram that shows how food is digested. Use these words to help you answer the questions.

mouth

esophagus

stomach

liver

pancreas

liver

intestine

stomach intestine

pancreas 1. What would be a good title for this diagram? 2. On the correct line in the diagram, label the body part you use to chew

3. On the correct line in the diagram, label the body part that leads to the stomach. 4. The pancreas makes juices that help you digest food. Which body part is nearest the pancreas?

116

Cook-a-Doodle-Doo! Book 3.2/Unit 4

At Home: Have your child draw a step-by-step diagram to show how to make his or her favorite sandwich.

© Macmillan /McGraw-Hill

food.

Practice Vocabulary Strategy: Idioms

Name

An idiom is a phrase with a meaning that is different from the meaning of each word in it. Authors use idioms, or special words or phrases, to make their language more colorful. To figure out the meaning of an idiom, read the sentence carefully to understand how it is used.

A. Circle the idiom in each sentence below. Write the meaning of the idiom on the next line. 1. Both Dad and Mom work hard to bring home the bacon.

2. Hitting a home run was a piece of cake for our best batter.

3. She had to use her noodle to figure out how to fix the bike.

4. Sam is the big cheese because he was elected president.

© Macmillan /McGraw-Hill

5. That’s the recipe in a nutshell.

B. Write a sentence using one idiom from above. 6.

At Home: Explain to your child that sometimes idioms are used to add humor. Discuss the following idiom with your child: “Eyes are bigger than your stomach.”

Cook-a-Doodle-Doo! Book 3.2/Unit 4

117

Practice Phonics: Words with /ô/

Name

The letters aw that you hear in draw may also be spelled al as in walks, or au as in haul and stand for the /ô/ sound.

A. Read the words in each row. Circle the words that have the /ô/ vowel sound you hear in the word lawn. 1. math

false

brake

2. cash

snout

sauce

3. talk k

salmon

sail

4. frown

fawn

fruit

5. tour

take

taught t

6. route

salt

rate

7. launch h

land

month

8. year

hare

yawn

9. caught

catch

lost

hawk

hope

10. heal

B. Write rhyming words for each word below that has the /ô/ vowel sound in lawn. 11. fall © Macmillan /McGraw-Hill

12. law 13. chalk 14. yawn

118

Cook-a-Doodle-Doo! Book 3.2/Unit 4

At Home: List words for your child that have the /ô/ sound. Have your child identify the words with the /ô/ sound.

Practice Name

Vocabulary

A. Use the words below to fill in each blank in the story. argued beamed fabric quarreling possessions purchased

One rainy day, Juan and Maria

about what to do. to see what we don’t need.

“Let’s look through our

We can give away toys we do not play with,” said Juan. Their mother

at his idea. “I am glad that you

are not greedy children!” she said. This is a much better way to spend time than of

. A long time ago I

a lot

to make a dress, and I never used it. Take it and

bring it with you. Maybe some children can make costumes with it.” B. Write a definition for each vocabulary word. 1. argued 2. beamed

© Macmillan /McGraw-Hill

3. fabric 4. quarreling 5. possessions 6. purchased

Seven Spools of Thread Book 3.2/Unit 4

119

Practice Comprehension: Draw Conclusions

Name

A conclusion is a decision you make after looking at all the information about a specific topic. You can draw conclusions about a story by considering the information the author gives you. You can also use what you know from your own experiences.

Read the information below. On the lines below each story, write a conclusion based on information given. 1. Sam walks into the classroom. There is a sign on the bulletin board that says “Welcome Sam!” The other students invite Sam to join their activity and to sit at their lunch table. Conclusion: 2. Neighborhood children walk together to a park, carrying trash bags, rakes, and buckets. Three children work together picking up litter in a park. One child rakes leaves, and another shoves leaves into a trash bag. When they are finished, all the children play in the park. Conclusion:

3. Kayla brings her box of games over to Jen, and they open it together. They choose a game from the box and play.

4. Tyler and Grace wash the dishes, sweep the floor, rake leaves, take out the trash, take their baby brother out in his stroller. Conclusion:

120

Seven Spools of Thread Book 3.2/Unit 4

At Home: Together, look at a few articles in the newspaper. Help your child identify the conclusions that the writer draws and the facts on which those conclusions are based.

© Macmillan /McGraw-Hill

Conclusion:

Practice Comprehension: Draw Conclusions

Name

As you read Seven Spools of Thread, fill in the Conclusion Map.

Clue

Clue

Clue

Conclusion

Clue

Clue

© Macmillan /McGraw-Hill

Clue

Conclusion How does the information you wrote in this Conclusion Map help you make inferences and analyze Seven Spools of Thread? At Home: Have your child use the chart to retell the story.

Seven Spools of Thread Book 3.2/Unit 4

121

Practice Name

Fluency

As I read, I will pay attention to punctuation. 11 22 28 38 40 52 63 75 82 95 101 110 123

The old man could give the diamond to only one son. Which one should it be? He loved them all equally. Finally he came up with a solution. The next morning, the old man called his three sons before him. “My sons, I have a problem,” he told them. “I love all three of you, but I can give my most precious possession to only one of you. Therefore, I will give my diamond to the son that best meets my challenge.” “The one of you who proves to be a true hero will get the diamond,” said the old man. “That is fair,” said the three sons in unison. “To decide who is the true hero, I will give you a task,” said their father. 126

Comprehension Check 1. What is the old man’s problem? Problem and Solution

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

122

Seven Spools of Thread Book 3.2/Unit 4

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

2. How does the old man decide which son should get the diamond? Plot

Practice Text Feature: Rules

Name

Rules are directions or guides for people to behave and act properly in different situations. There are rules for behaving in school. Games have rules to play by, and clubs have rules for members to follow. Answer the questions below. 1. Why are rules important?

2. List some places where rules are important and why.

© Macmillan /McGraw-Hill

3. What are rules in your classroom?

4. What are some rules that you have in your home?

At Home: Together, list rules you might see posted at a skating rink.

Seven Spools of Thread Book 3.2/Unit 4

123

Practice Name

Vocabulary Strategy: Multiple-Meaning Words

Some words have more than one meaning. Use a dictionary to find two meanings for each word below and write each meaning under the word. 1. stick definition 1: definition 2: 2. corner definition 1: definition 2:

3. row definition 1: definition 2: 4. raise definition 1: definition 2: 5. block

definition 2: 6. Write a sentence that uses both meanings of one of the words above. Your sentence should tell something about getting along with others.

124

Seven Spools of Thread Book 3.2/Unit 4

At Home: Ask your child for different meanings of the words cold and well.

© Macmillan /McGraw-Hill

definition 1:

Practice Phonics: Words with /ou/

Name

When two vowel sounds are blended together in the same syllable, they are pronounced as one sound. The letters ou and ow can stand for the /ou/ sound, as in found or crowd.

Use the words in the box with the /ou/ sound to complete the sentences.

bow doubt

shout towel

bounce found

scout sound

scowl proud

round ground

and got past me.

1. The ball took a bad 2. Please do not people are studying and reading.

in the library because many

.

3. The cast of the play came out and took a 4. I hurt my leg when I slipped on the ice and fell on the hard .

.

5. After winning the science contest, I was very

that

© Macmillan /McGraw-Hill

6. When Fiona got to the pool, she found the she thought she had put in her bag. 7. The

of the dog barking outside woke me up.

8. My dad had a window.

At Home: Together, create more riddles with one-word answers that have the /ou/ sound.

on his face when I broke the

Seven Spools of Thread Book 3.2/Unit 4

125

Practice Name

native

Vocabulary

research

shouldn’t

sprout

clumps

A. Fill in the blank in each sentence with the correct vocabulary word. the climate in a desert during their

1. Students will trip.

plant of the desert.

2. This cactus is a 3. Visitors

harm the plant life in the desert.

4. We walked along the path among

of grass.

5. The weather conditions are so harsh that most plants can’t from seeds.

B. Write the definition next to each vocabulary word. 6. shouldn’t

8. clumps 9. sprout 10. research

126

Washington Weed Whackers Book 3.2/Unit 4

© Macmillan /McGraw-Hill

7. native

Practice Comprehension: Compare and Contrast

Name

When you compare and contrast two things, you show how they are alike and how they are different. When comparing two things, look for signal words, such as like, just as, similar, both, also, and too. When contrasting two things, look for signal words, such as different, but, and on the other hand.

Read this paragraph and answer the compare and contrast questions below. My cousin lives in California, and I live in Connecticut. We enjoy visiting each other. I like the sunny, sandy beaches in California. We have sandy beaches in Connecticut, too, but they are not as big. Also it stays warm in parts of California all year long, so you can go to the beach any time you want. Back home, on the other hand, it’s too cold to go to the beach in the winter. 1. What two things are compared in this selection?

2. How are the beaches alike?

© Macmillan /McGraw-Hill

3. How are they different?

4. What signal words are used to alert you that they are comparing and contrasting?

At Home: Ask your child to compare and contrast places he or she likes to go in the summer.

Washington Weed Whackers Book 3.2/Unit 4

127

Practice Comprehension: Compare and Contrast

Name

As you read Washington Weed Whackers, fill in the Venn Diagram.

Spartina in the East

Spartina in Washington

© Macmillan /McGraw-Hill

Alike

How does the information you wrote in this Venn Diagram help you monitor comprehension in Washington Weed Whackers?

128

Washington Weed Whackers Book 3.2/Unit 4

At Home: Have your child use the chart to retell the story.

Practice Name

Fluency

As I read, I will pay attention to my pronunciation of vocabulary words and other difficult words. 9 17 23 32 46 56 66 75 84 96 105 114 119 127

Our Earth has beautiful caves that people can explore. Sometimes these explorers wear harnesses and hard hats and climb walls inside the caves. Cave explorers may see unusual rock shapes. A stalactite is a form of rock that hangs from the roof or sides of the cave. A stalagmite forms on the bottom of the cave. These big clumps of rock sprout and build up slowly over years. They are made of limestone and water. Other people like to climb rocks. Beginners use ropes and put their hands and feet in holes drilled for their use. Experts make their own routes up the rocks. They’ve learned to climb without looking down. This, they say, helps to keep them safe. Other people enjoy nature by hiking in mountains, deserts, or the deep, quiet woods. 133

Comprehension Check

© Macmillan /McGraw-Hill

1. Compare and contrast stalactites and stalagmites. Compare and Contrast

2. What tip do expert rock climbers use? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

Washington Weed Whackers Book 3.2/Unit 4

129

Practice Study Skill: Media Center

Name

A media center in the library is a place where you can do research. One way to do research is on a computer using the Internet. • Search engine: a computer program system that looks for information on the Internet using key words • Key words: important words that identify a subject • URLs: addresses for where you want to go on the Internet A. Choose which URL in the box would likely have information about the topics below. http://www.Arctictundras.com http://www.desertplantsandanimals.com 1. How animals survive in the harsh desert climate URL: 2. Why trees cannot grow in some tundras URL: B. Answer the questions about key words and search engines.

protecting oceans from pollution?

4. What key words would you type in a search engine to learn about how plants survive in a desert?

130

Washington Weed Whackers Book 3.2/Unit 4

At Home: Ask your child to explain how to use a computer to write a report about natural resources in your state.

© Macmillan /McGraw-Hill

3. What key words would you type in a search engine to learn about

Practice Vocabulary Strategy: Contractions

Name

Contractions are made when two words are put together in a shortened form. An apostrophe is used to show that one or more letters have been left out to form the contraction.

A. Write the contraction for each pair of words. 1. I am

6. that is

2. they are

7. did not

3. do not

8. she is

4. we will

9. have not

5. we are

10. could not

B. Fill in the blank in each sentence with the correct contraction from the box. they’ll

wouldn’t

© Macmillan /McGraw-Hill

11. When the team is ready,

it’s

he’ll

run onto the field.

12. Everyone agrees that

about time to go home.

13. Did Hector say when

be arriving?

14. It chance of rain.

hurt to bring an umbrella because there is a

At Home: While reading a book with your child, have him or her point out any contractions he or she finds, then have your child rewrite the word as a pair.

Washington Weed Whackers Book 3.2/Unit 4

131

Practice Phonics: Words with soft c and g

Name

The letters c or g usually stand for a soft sound when they are followed by the vowel letters e, i, or y. Read the following words. Notice the soft c or soft g sound in each. gentle engine cell city

A. Fill in the blank in each word with a c or a g. cycle

center

1. The life

iceberg

core

danger

fence

stage

ycle of a butterfly begins with an egg.

2. It is common to see an i

eberg floating in the arctic waters.

3. The hot, dry climate of the desert can be a dan not prepared. 4. Many rain forests are located near the 5. Some people build a fen their yard.

er to a hiker who is

enter of Earth.

e to protect the flowers and trees in

B. Circle the words in each group that have a soft c or soft g sound. 6. central, nice, cute, cherry © Macmillan /McGraw-Hill

7. gem, get, germ, garden 8. ghost, guess, stage, gesture 9. circle, can’t, celery, cactus 10. guppy, giraffe, gerbil, goldfish

132

Washington Weed Whackers Book 3.2/Unit 4

At Home: Have your child read the words he or she circled in exercises 6 through 10. Ask him or her to choose three of these words, and tell you a sentence that uses each.

Practice Name

Vocabulary

Complete each sentence with the vocabulary word that makes the most sense.

community slogan

deserve thrilled

grownups tour

1. My friends and I are 2. We were trip to the zoo. 3. My favorite

interviewed volunteers

at the city food bank. when we found out we were taking a field

at the zoo is of the reptile house. for

4. To get to the zoo, ask your parents or other a ride. 5. A good motto or

is “Every little bit helps.”

6. Everyone thinks that the zoo animals to live.

a safe place

by

© Macmillan /McGraw-Hill

7. I read in the paper that the zookeepers were a reporter. 8. People who lived in the the zoo.

helped raise money for

Here’s My Dollar •

Book 3.2/Unit 4

133

Practice Comprehension: Author’s Purpose

Name

Authors write for three main reasons: to entertain, to inform, or to persuade. Identifying an author’s purpose in writing can tell readers what to expect.

Read the following passages. Tell the author’s purpose for writing each one. 1. Animals do not eat the same food as humans so some zoos sell food that you can feed to the animals. This food is part of their diet and is healthy for them. All animals need a proper diet to thrive. .

The author’s purpose is 2. Dad bought me a helium balloon. Suddenly, a monkey grabbed it from my hand. Off the monkey went, soaring into the air. A zookeeper sat on a giraffe to try and reach the silly monkey as it floated toward the clouds. That monkey has been grounded for a week!

.

The purpose of this paragraph is 3. Keep our zoos and nature parks clean. Use the trash cans that are placed throughout the parks. Animals can cut themselves on soda cans. Their necks can get caught in plastic rings. They can swallow objects that make them choke. We need everyone’s help. We all lose if we don’t protect our animals.

4. My class wanted to help out the community so we planted a vegetable garden in an empty lot near our school. We grew tomatoes, beans, and squash. We gave all the vegetables to a local food bank. .

The purpose of this paragraph is

134 Here’s My Dollar •

Book 3.2/Unit 4

At Home: Read a magazine article with your child and discuss the author’s purpose.

© Macmillan /McGraw-Hill

.

The purpose of this paragraph is

Practice Comprehension: Author’s Purpose

Name

As you read Here’s My Dollar, fill in the Author’s Purpose Chart.

Clues

© Macmillan /McGraw-Hill

Author’s Purpose

How does the information you wrote in this Author’s Purpose Chart help you monitor comprehension in Here’s My Dollar? At Home: Have your child use the chart to retell the story.

Here’s My Dollar •

Book 3.2/Unit 4

135

Practice Name

Fluency

As I read, I will pay attention to tempo. 10 17 26 37 46 47 56 67 75 85 95 107 119 129

All playgrounds should be safe. But some of them are not. Sometimes playground equipment breaks down. And a broken piece of equipment can be dangerous. Sometimes there are holes in the ground where children can trip and fall. Kids and even grownups don’t always recognize these dangers. One nine-year-old girl did spot dangers on a playground, and she decided to take action. She came up with a wonderful plan for making the playground safe. She’s Devan Hickey, a fun-loving girl who lives in Bryan, Ohio. First Devan got all her facts together. Then she reported her plan to a group of people in her community who could help her. She also asked family and friends to help out. She didn’t give up until the playground was safe. Read her story. 130

Comprehension Check

2. What steps did Devan follow to make a playground safer? Sequence

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

136 Here’s My Dollar •

Book 3.2/Unit 4

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. How do playgrounds become unsafe? Main Idea and Details

Practice Literary Elements: Rhyme Scheme and Repetition

Name

A rhyme scheme is the pattern of rhymes in a poem. In many poems there is repetition, or repeated words or phrases. A line that is repeated in a poem is called a refrain.

Read the poem. Underline the rhyming words and circle the refrain. Draw a square around words or phrases that show repetition.

Harbor Down at the harbor I did see, A little gray mouse as frisky as can be. He scampered aboard a tugboat and pulled a ship to sea. He skittered aboard a motorboat and helped the skiers ski. He scuttled onto a fishing boat and set the dolphins free.

© Macmillan /McGraw-Hill

Down at the harbor I did see, A little gray mouse As frisky as can be. The rhyme scheme of this poem is formed by rhyming the words in which lines?

At Home: Discuss the rhyme scheme and any refrains in your child’s favorite poems.

Here’s My Dollar •

Book 3.2/Unit 4

137

Practice Vocabulary Strategy: Example

Name

When you are reading, you sometimes come across an unknown word. You can often figure out its meaning by looking at context clues, the words and phrases around it. Some context clues will contain examples of the unfamiliar word. Example clues help readers better understand unfamiliar words by providing related information about the unfamiliar words. Circle the example clues that help you understand each underlined word. Then write a possible definition for the underlined word. Check your work using a dictionary. p of all occupations, including lawyers, 1. The p panel was made up of p people s, and hairdressers. physical therapists, Meaning: 2. My best friend has two siblings, but I have four: two brothers and two sisters. Meaning: 3. From our window we could see many structures such as bridges, skyscrapers,, and docks.

4. Every cello, clarinet, trombone, and violin in the orchestra sounded beautiful during the grand finale. Meaning:

138 Here’s My Dollar •

Book 3.2/Unit 4

At Home: Have your child write a sentence with the word coins and an example to define it.

© Macmillan /McGraw-Hill

Meaning:

Practice Phonics: Homophones

Name

A homophone is a word that has the same sound of another word, but the words are spelled differently and have different meanings.

Underline the two homophones in each of these sentences. Then write the definition of each homophone. 1. Your donations to our zoo helped so much that yyou’re invited to visit the zoo whenever you wish.

2. I need to know where we are going so I can decide what to wear.

© Macmillan /McGraw-Hill

3. I pretended that I was on the high sea and could see other parts of the world.

4. Have you seen the scene in the movie where the kids win the soccer game?

At Home: Have your child make up sentences using the homophones beat and beet.

Here’s My Dollar •

Book 3.2/Unit 4

139

Practice Name

Vocabulary

determination exact

ruined separate

storage luckiest

crate

A. Fill in the blank with the word from the box that best completes each sentence. .

1. Rose’s family had planned their trip with great 2. Rose wrapped a few boxes and packed them in a wooden .

on

3. The family’s furniture was put into a room for the ship. 4. The ship sailed at the to leave.

time it was supposed

5. Rose used a sheet to her family.

her space from the rest of

person on the ship. 6. She thought she was the She had her own quiet space to write in her journal. 7. Rose unpacked at her new home. Some boxes had been squashed. during the move.

B. Write a sentence using one of the vocabulary words. 8.

140 My Very Own Room •

Book 3.2/Unit 4

© Macmillan /McGraw-Hill

Nothing had been broken or

Practice Comprehension: Make and Confirm Predictions

Name

When you make a prediction, you tell what will probably happen next. As you continue reading, you can confirm your prediction, or find out if you were right.

Each poem tells about characters who spend time in a place of their own. Read the poem. Read the title of the poem to help you predict what will happen. Choose the words that tell what will probably happen next and write the words on the line. 1.

Finally We Can Play Rain has fallen for days and days. We’ve been bored in many ways. The sun is finally out today. .

We can’t wait a. for the sky to turn gray. b. to run out and play.

2.

The Tired Queen The queen went to sleep late last night. She stayed up almost ’til dawn.

© Macmillan /McGraw-Hill

When she wakes up late this morning, You’ll

.

a. find her mowing her lawn. b. probably see her yawn.

At Home: Together, look at the title of an article and make predictions about what will happen in the article.

My Very Own Room •

Book 3.2/Unit 4

141

Practice Comprehension: Make and Confirm Predictions

Name

As you read My Very Own Room, fill in the Predictions Chart.

What Happens

© Macmillan /McGraw-Hill

What I Predict

How does the information you wrote in this Predictions Chart help you monitor comprehension in My Very Own Room? At Home: Have your child use the chart to retell the story.

142 My Very Own Room •

Book 3.2/Unit 4

Practice Name

Fluency

As I read, I will pay attention to dialogue. 10 12 21 30 36 44 51 62 73 76 87 97 108 111 119 128

“What are your plans for today?” Mr. Sanchez asked his son Carlo. “I’m hiking with my nature club,” Carlo said, “from the state park entrance to Turtle Lake. Jimmy’s father, Mr. Gordon, is going with us.” “It’s colder than yesterday,” his mother said. “Please take your warmest jacket and your gloves.” “Hold on,” Carlo’s father said. “I need to get your warm blue jacket from the storage crate in the attic. Then I’ll drop you off.” A short time later, Carlo met up with Mr. Gordon and the other members of the club, Jimmy, Julie, and Tyrone. Mr. Gordon packed them in his van and drove them to the state park. When they arrived he checked his compass. “The old logging trail is somewhere directly west of here,” he said. 130

Comprehension Check © Macmillan /McGraw-Hill

1. What are Carlo’s plans? Main Idea and Details 2. What is the weather like? Make Inferences

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

My Very Own Room •

Words Correct Score

Book 3.2/Unit 4

143

Practice Text Feature: Guide Words, Headings, and Captions

Name

An encyclopedia is a set of books filled with articles. The articles are in alphabetical order and give information about many subjects. On the top of each page is a guide word that tells the reader what will be on that page. Some articles have headings and subheadings in boldface type to summarize information and make it easy to find. Sometimes there are pictures with captions which explain the pictures.

210

Painters

Vincent van Gogh’s Life Vincent van Gogh was born

Early paintings Van Gogh’s early paintings were

Vincent van Gogh painted beautiful pictures.

Answer the following questions about this encyclopedia article below. 1. What is the page number 2. What is the guide word?

© Macmillan /McGraw-Hill

3. What is the heading? 4. What is the subheading? 5. What is the caption?

144 My Very Own Room •

Book 3.2/Unit 4

At Home: Ask your child to explain how the items included on an encyclopedia page help make information easier to understand.

Practice Vocabulary Strategy: Inflectional Endings

Name

The inflectional endings -er and -est show comparison. The ending -er means “more.” The ending -est means “most.”

A. Fill in the blank with the correct form of the adjective that follows each sentence. Use -er or -est to compare the items. 1. The giraffe was the 2. She had the

tall

neck of all of the animals in the zoo.

long

3. She was even

of all the giraffes in the zoo.

than her brother.

big

4. She thought that the leaves at the very tops of the trees were the sweet

.

5. She shared the

large

of the three spaces in their home

with two other giraffes. 6. The breezes were

cool

7. When the giraffe grew a little

at night than in the day.

old

, she got a big surprise.

© Macmillan /McGraw-Hill

She got her own space! B. Add -er or -est to the word great and use it in a sentence. 8.

At Home: Read a book with your child and note all the words that use the -er or -est ending. List these words and use them in a sentence.

My Very Own Room •

Book 3.2/Unit 4

145

Practice Phonics: Plurals

Name

The plural of many nouns is formed by adding -s to the base word, as in pears. Nouns ending in x, ch, and sh form the plural by adding -es, as in wishes. To form the plural of most nouns that end in a consonant plus y, change the y to i and add -es.

Write the plural form of each word. Then use each plural form in a sentence. rock 1. Plural form

branch 2. Plural form

bush 3. Plural form

country © Macmillan /McGraw-Hill

4. Plural form

library 5. Plural form

146 My Very Own Room •

Book 3.2/Unit 4

At Home: Write these words: daisy, puppy. Then have your child write the plural form of each word and use both plurals in the same sentence.

Practice Unit 4 Vocabulary Review

Name

A. Choose a word from the box that has the same meaning as the underlined word or words. community

crate

interviewed

purchased

thrilled

tour

1. We took a short trip around our neighborhood. 2. We spoke with many people who work and live in our area.

3. We asked questions and got information from different workers.

4. We helped a senior citizen carry a big box to his car. 5. We were extremely pleased to help out. 6. Before leaving, we all bought fresh fruit at the farmers’ market.

B. Fill in the blanks and complete the sentences correctly.

© Macmillan /McGraw-Hill

argued

exact

ingredient

tasty

7. We needed to know the number of people coming to the party so we would have enough seats. 8. The cake was missing one taste that good. 9. The two men 10. The cupcakes were so

, which is why it didn’t about who caused the traffic accident. that I ate three of them.

Unit 4 Review •

Book 3.2/Unit 4

147

Practice Unit 4 Vocabulary Review

Name

A. If the underlined word or words have almost the same meaning as the vocabulary word, write S on the line. If they mean the opposite, write O. 1. beamed John frowned when he finished his test. 2. fabric Charlie put up some cloth on the bulletin board. 3. sprout Seeds grow into plants throughout the wetlands. 4. clumps Bunches of grass were growing all over the beach.

B. Answer each question by using a vocabulary word in a complete sentence. research

ruined

native

separate

5. Has your dog ever destroyed your homework?

6. Did you work to gather information about saving desert animals?

8. Have prairie dogs always lived in the southwest, or were they brought there by people?

148 Unit 4 Review •

Book 3.2/Unit 4

© Macmillan /McGraw-Hill

7. When you divide coins, what do you do?

Practice Name

Vocabulary

lonesome wailed traders blossomed sidewalks grumbled A. Use a word from the box to answer each question. Use each word only once. 1. How might you feel if you moved to a new town where you did not know anyone? 2. What is another word for complained in a low voice?

3. What is the safest place for people to walk? 4. What word might describe an idea that grew very quickly?

5. Who might be upset if they couldn’t sell their goods?

6. What did the coyote do when it lifted its head toward the moon?

© Macmillan /McGraw-Hill

B. Write a sentence using each of the vocabulary words below. 7. lonesome

8. grumbled

Boom Town •

Book 3.2/Unit 5

149

Practice Comprehension: Sequence

Name

In a story, the events happen in a certain sequence, or order.

Read the events below, which are out of order. Then write the events in the order that they happened.

a. Many people liked the shirt that Jessica had sewn for her brother. b. As the business grew, Jessica could not keep up with all the work. c. Soon Jessica started a children’s clothing business. d. Jessica and her family moved to California to seek gold. e. Jessica cut up an old sheet to make a shirt for her brother. f. When Jessica convinced her brother and two friends to help, her business blossomed. 1.

2.

3.

© Macmillan /McGraw-Hill

4.

5.

6.

150

Boom Town •

Book 3.2/Unit 5

At Home: Ask your child how he or she figured out the sequence of events.

Practice Comprehension: Sequence

Name As you read Boom Town, fill in the Sequence Chart.

Sequence Chart

Event Sequence Chart Event

Event

Event

© Macmillan /McGraw-Hill

Event

Event How does the information you wrote in this Sequence Chart help you summarize Boom Town? At Home: Have your child use the chart to retell the story.

Boom Town •

Book 3.2/Unit 5

151

Practice Name

Fluency

As I read, I will pay attention to punctuation. 10 19 29 36 47 56 64 76 82 91 99 111 126

They came by horse and wagon. They came by flatboat down rivers. They came with everything they owned. Most made the trip west with their parents. Some came alone. From the 1780s to the 1880s, thousands of children moved to the frontier. They started a new life at the western edge of settled land in the United States. Families moved west for many reasons. Some wanted their own land to start a new life. Others wanted to find gold. Still others came for adventure. In 1862 the Homestead Act made moving to the frontier possible for these families. They paid the government $18 for 160 acres of land. To keep the land, the family had to build a house on it. Then they had to live in it for at least five years. 128

Comprehension Check

2. What was the Homestead Act? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

152

Boom Town •

Book 3.2/Unit 5

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. Why did families move west? Main Idea and Details

Practice Text Feature: Calendar

Name

A calendar helps you organize and keep track of important dates.

Use the information below to fill in the calendar. Enter the words in boldface type on the calendar. July Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

1 2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

1. July 6 and 7: Buy ingredients for lemonade stand. © Macmillan /McGraw-Hill

2. July 8: Make posters and signs to advertise lemonade stand. 3. July 9: Put up posters in town. 4. July 10, 11, 12, and 13: Sell lemonade at corner of Main and First Streets. 5. July 14: Count money earned and take it to bank. 6. July 17: Leave for family vacation.

At Home: Use a monthly calendar or make one with your child. Discuss the best ways to use the monthly calendar. Then fill in important dates together.

Boom Town •

Book 3.2/Unit 5

153

Practice Vocabulary Strategy: Compound Words

Name

Sometimes you can figure out the meaning of compound words from the meanings of the two smaller words. Other times you need to look up the words in a dictionary to find the meaning.

Underline the compound word in each sentence. Then write its definition. Use a dictionary to help you. g 1. Anna and her family traveled by stagecoach to California.

2. Anna spent her daytime y hours sewing clothing.

3. Anna would use a landmark so she would not get lost while walking to the store.

5. One day a cowboyy rode into town and asked Anna to sew him a new shirt.

154

Boom Town •

Book 3.2/Unit 5

At Home: Share a storybook with your child. Afterwards ask your child to point out compound words that were included in the story.

© Macmillan /McGraw-Hill

4. The blacksmith in town traded some tools for a new shirt.

Practice Phonics: Compound Words

Name

A compound word is made by joining two smaller words. You can use the meaning of the smaller words to help figure out the meaning of the compound word.

A. Read each definition. Then complete the chart. Definition

Compound Word

Two Words

1. case to store books 2. material that covers a table 3. the part of a day after the morning 4. person who raises bees and collects honey 5. no shoes or socks on your feet 6. a book used for cooking

© Macmillan /McGraw-Hill

B. Write sentences for two of the compound words above. 7.

8.

At Home: Have your child pronounce each compound word above. Then together, name compound words that relate to people.

Boom Town •

Book 3.2/Unit 5

155

Practice Name

Vocabulary

Use the words in the box to complete the puzzle. sturdy tend

yearned kindhearted

produce schoolhouse

gift

 









Across 2. building where students get an education 6. generous and thoughtful 7. strong Down 1. having a strong want to do something 3. to look after; to care for 4. a present 5. to make or create something

156 Beatrice’s Goat •

Book 3.2/Unit 5

© Macmillan /McGraw-Hill



Practice Comprehension: Cause and Effect

Name

Events in a story can often be organized by cause and effect. One event causes another to happen. Look for clue words such as because, since, so, and as a result. These words signal cause-and-effect statements.

A. Read the selection below. Then circle the words that signal cause-and-effect statements.

Marian Anderson was a famous opera singer during the 1930s. She was supposed to sing in Washington, D.C., at Constitution Hall. Because she was African American, the group in charge would not let her sing. As a result, the president’s wife, Eleanor Roosevelt, resigned from this organization. Mrs. Roosevelt made arrangements so Marian Anderson could perform instead at the Lincoln Memorial. Since the concert was outdoors and free, many more people heard her. Seventy-five thousand people, including politicians, listened. She later sang for presidents and toured the world. So Marian Anderson’s fame grew. Her voice made a difference in the lives of people who heard her. She never became bitter. She just kept making music.

© Macmillan /McGraw-Hill

B. Read the statements below and write the cause and effect in the spaces provided. Cause

Effect

Marian was not allowed to sing at Constitution Hall.

Effect:

Cause:

Effect: Marian Anderson performed instead at the Lincoln Memorial

At Home: Throughout a day or evening, discuss with your child, instances of cause and effect in daily life. For example, the microwave cooks food quickly so that is why people like to use it.

Beatrice’s Goat •

Book 3.2/Unit 5

157

Practice Comprehension: Cause and Effect

Name

As you read Beatrice’s Goat, fill in the Cause and Effect Chart.

Effect What happens

© Macmillan /McGraw-Hill

Cause Why something happens

How does the information you wrote in this Cause and Effect Chart help you make inferences and analyze Beatrice’s Goat? At Home: Have your child use the chart to retell the story.

158 Beatrice’s Goat •

Book 3.2/Unit 5

Practice Name

Fluency

As I read, I will pay attention to the genre of the passage. 12 22 26 37 47 59 64 74 86 96 108 121 130 138

One man who came to the United States as a boy helped to save Yosemite’s natural wonders for you to enjoy. His name was John Muir. John Muir was born in a small town in Scotland in 1838. His family moved to the United States when he was eleven. They moved to what is now Wisconsin and set up a farm there. They were pioneers. Muir went to school in a small schoolhouse. He liked being a schoolboy. The rest of the time he worked on the farm. He was busy from sunup until sundown. But Muir yearned for more. He knew he didn’t want to tend the farm all his life. Muir liked to read and he read often. He also liked to invent things. He made a special thermometer. And he made something he called his “early-rising machine.” 139

Comprehension Check © Macmillan /McGraw-Hill

1. What interests did John Muir have? Main Idea and Details 2. What does the word pioneer mean? Context Clues

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Beatrice’s Goat •

Words Correct Score

Book 3.2/Unit 5

159

Practice Text Feature: Editorial

Name

Newspapers include factual articles, columns, and editorials. Persuasive editorials are articles that give opinions of the publisher or editor of the paper. Editorials use words such as should, must, need, and ought to persuade the reader to do or believe something.

A. Read the article below. Then underline the words or phrases that are meant to persuade you.

Vegetables to Help the Community There are people from our community that are in need. We should not think only about ourselves, but about each member of our community. Planting a school vegetable garden is one way to help the people in need from our community. Together, we should plant a large garden in the empty lot near the elementary school. Everyone ought g to help to take care of it. That way the community is working together to help others. When we give the ripe vegetables to the food bank in town, we will be making a difference in the life of a hungry person. B. Use the article to answer the following questions. 1. Why is the author of the article trying to persuade people to plant

2. Why is working together a good way to help?

160 Beatrice’s Goat •

Book 3.2/Unit 5

At Home: Have your children give an opinion about the topic of fitness. Then together, list reasons for your opinion.

© Macmillan /McGraw-Hill

vegetables?

Practice Vocabulary Strategy: Word Families

Name

Word families are groups of words that have the same main word part, or base word. Different parts, such as prefixes, suffixes, or another base word, may be added. For example, the base word connect becomes connecting when the suffix –ing is added. It becomes disconnect when the prefix dis- is added. When two base words are joined they form a compound word, like sidewalk.

A. For each word below, underline the base word. Sometimes this word part is the entire word. Then write another word in the same word family on the line. 1. discovered 2. disbelief 3. arrange g 4. bookcase 5. carefree 6. handful

© Macmillan /McGraw-Hill

B. Look at the group of words and decide what the base word is. Underline the base word. Then come up with another word that contains the base word. 7. doghouse, birdhouse, townhouse, houseplant

8. sideline, outside, sidetrack, sideburns

At Home: Make cards with a word part written on each. Then scramble the cards and take turns putting two cards together to make words.

Beatrice’s Goat •

Book 3.2/Unit 5

161

Practice Phonics: Words with Inflected Endings

Name

The inflected endings -s, -es, -ed, or -ing added to the end of a verb shows when action happens, as in: He calls to his sister; He called his sister yesterday; He is calling his sister right now. Some words drop the final e before adding -ed or -ing, as in decided, deciding. Words with the CVC pattern double the final consonant before adding -ed or -ing, as in ripped, ripping.

Add the inflected endings to the words below. Then choose one form of the word and write a sentence using the word. 1. drop

2. wrap

3. stomp

4. clear

© Macmillan /McGraw-Hill

5. name

6. stop

162 Beatrice’s Goat •

Book 3.2/Unit 5

At Home: Ask your child to tell you a sentence with each inflected ending for the verb bake.

Practice Name

Vocabulary

A. Fill in the blank in each sentence with the correct word from the box. declared

artist’s

existed

1. My computer is

pride

powered

by electricity. the pilot.

2. “We will be landing in five minutes,”

in landing the plane smoothly.

3. The pilot took great

4. It is hard to understand how people traveled long distances before trains . 5. This

drawing of a carousel is very detailed.

B. Write a sentence using each vocabulary word. 6. pride

7. artist’s

© Macmillan /McGraw-Hill

8. declared

9. existed

10. powered

A Carousel of Dreams Book 3.2/Unit 5

163

Practice Comprehension: Fact and Opinion

Name

A fact is something that can be proven to be true. Example: The lawn mower was invented in 1831. An opinion is the writer’s feelings or beliefs. Example: The best summer job is mowing lawns.

Identify three facts and two opinions in the passage. Then write each on the lines below.

Skateboarding is fun. It is also one of the fastest and best ways to get from place to place. Skateboarding began in the 1950s. Back then surfers wanted a way to get around when the weather and waves were not good for surfing. Surfers nailed the bases of roller skate wheels to the front and back of wooden boards. They used these boards to skateboard up and down the streets. In 1959 people could buy skateboards in stores. In 1963 the first skateboard contest was held in a school in Hermosa, California. The first outdoor skateboard park was built in Florida in 1976. Today skateboarding is still fun. I believe it is also one of the safest sports as long as you wear the right safety equipment. 1. Fact: 2. Fact: © Macmillan /McGraw-Hill

3. Fact:

4. Opinion: 5. Opinion:

164

A Carousel of Dreams Book 3.2/Unit 5

At Home: Ask your child to tell you one fact and one opinion about a favorite sport.

Practice Comprehension: Fact and Opinion

Name

As you read A Carousel of Dreams, fill in the Fact and Opinion Chart.

Opinion

© Macmillan /McGraw-Hill

Fact

How does the information you wrote in this Fact and Opinion Chart help you make inferences and analyze A Carousel of Dreams? At Home: Have your child use the chart to retell the story.

A Carousel of Dreams Book 3.2/Unit 5

165

Practice Name

Fluency

As I read, I will pay attention to my pronunciation of vocabulary words and other difficult words. 10 19 28 40 47 55 66 77 90 100 107 117 126 135

Around the time the Pilgrims were landing in the New World, the Russians were building the first roller coaster. They built huge wooden slides. Then they poured water on them. In the cold winter, the water turned to ice. Large sleds would race down these icy slides. Over one hundred years later, Empress Catherine the Great of Russia asked workmen to build her a special slide. She wanted one that could be used in the summer. In 1784, they built one that could be ridden on by a cart on wheels. Many people think this was the first real roller coaster. An artist painted Empress Catherine’s slide. People said that the artist’s work was fit for a queen. The first American roller coaster was built in the mountains of Pennsylvania. It was called the Mauch Chunk Switchback Railway. 137

Comprehension Check 1. Compare and contrast the first roller coaster in Russia and the roller coaster built for Empress Catherine the Great. Compare

2. List one fact and one opinion about Empress Catherine’s slide. Fact and Opinion

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

166

A Carousel of Dreams Book 3.2/Unit 5

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

and Contrast

Practice Study Skill: Skim and Scan

Name

Skim means to read over a passage quickly to identify the main ideas. Scan means to search through a passage for key words or ideas.

Skim and scan the passage to help you answer the following questions.

Many people think of a motorcycle as a bicycle with a motor. In some ways they are right. Today’s motorcycles run by gas engines. But that was not always the case. The motorcycle was invented in 1867 by Sylvester Howard Roper. It was powered by a steam engine. Mr. Roper also invented a steam-engine car. The first gas-powered motorcycle was invented in 1885 in Germany. Gottlieb Daimler built this motorcycle by attaching an engine to a wooden bicycle. 1. What is the main idea of this passage?

2. What did you do to figure out the main idea?

© Macmillan /McGraw-Hill

3. Draw a circle around the key words. How did they help you figure out the main idea? 4. When was the first motorcycle invented?

At Home: Ask your child to explain how to scan the passage to find out what happened in 1885.

A Carousel of Dreams Book 3.2/Unit 5

167

Practice Vocabulary Strategy: Possessives

Name

Possessives are nouns that show ownership. They show who or what another noun belongs to. Marie’s skates are very sharp.

A. Circle the possessive noun in each group of words. On the line at the right, write correct if the example is correct. If the example is incorrect write the correct possessive noun. 1. many trains windows 2. one childs’ bike 3. a skateboard’s wheels 4. five boats’ steering wheels 5. my only sisters’ shoes 6. a man’s hat 7. several teammate’s uniforms 8. two brothers bicycles B. Rewrite each phrase using a possessive noun.

© Macmillan /McGraw-Hill

Example: wheels of the car car’s wheels 9. ship of the captain 10. wings of two airplanes 11. cars of the women 12. motorcycle of the officer

168

A Carousel of Dreams Book 3.2/Unit 5

At Home: Ask your child to write the possessive form of his or her name along with a favorite toy to show ownership.

Practice Phonics: Words with Inflected Endings, y to i

Name

The inflected endings -es and -ed can be added to the end of a verb to show when an action happens. If the letter before the y is a consonant, change the y to i and add –es or –ed. Notice how the word worry changes to worries and worried.

hurry

supply

study

dry

display

copy

Fill in the blank in each sentence with the correct inflected form of a verb from the box. Think about when you need to change the y to i and add –es or –ed. to catch the bus for their

1. Club members trip downtown. 2. Ana

hard for the quiz on transportation.

old photographs and uses them as guides 3. Walt when he draws antique cars. 4. Marla’s grandmother a shelf in the living room.

© Macmillan /McGraw-Hill

5. I have to wait until my shirt and play again. 6. The conductor when the heat went off.

At Home: Make a list with your child of verbs that end in y. Then add -ed or -es to each word you list and write the new word.

her teacup collection on

before I can go outside

all the passengers with blankets

A Carousel of Dreams Book 3.2/Unit 5

169

Practice Name

Vocabulary

A. Read the paragraph. Then fill in each blank with the word from the box that makes the most sense. fled screamed numb escape shuddered image newspaper

Julio read an article in the name used to be Rover. Rover Saves the Day! Rover had

about a dog whose

from her owner’s living room after she

saw a huge ball bouncing toward a playground where children were through the front door which

playing. She made her had been left open. Mr. Greene, her owner,

at Rover

to stop the ball before it hit the children. Mr. Greene said he couldn’t move. when he saw the ball bouncing toward three

He felt

children who were playing at the playground. Rover dashed over and hit the ball with her nose. Luckily, the ball bounced away from the children. Rover’s owner was shaking. He

when he thought

about how the ball might have hurt the children. Rover saved the day and got a new name, too. It was Hero! Julio smiled when he saw the

of Hero with the three

B. Write a sentence or two using as many vocabulary words as possible.

170 The Printer •

Book 3.2/Unit 5

© Macmillan /McGraw-Hill

children.

Practice Comprehension: Make and Confirm Predictions

Name

What you learn in a story can help you predict what will happen next. As you read on, confirm your prediction, or find out if you were right. There are four predictions in the box. Choose a prediction for each paragraph. Then write it on the line. She will go see the movie.

She will work on the project.

He will go to the competition.

He will stay home and find something else to do.

1. Juanita’s hero is her teacher. She wants to make her teacher proud of her. Juanita has a project due tomorrow. Her friend has just invited her to see a movie that Juanita has yearned to see. There is not enough time to finish the project and see the movie.

© Macmillan /McGraw-Hill

2. Pedro has been an in-line skater for two years. He has been practicing for a big competition. Heavy rain has been falling all day. The competition has been delayed until the rain stops. Pedro is disappointed.

3. Lily’s heroes are actors. She has just learned that she might get a role in a movie. She wants to watch a lot of movies to learn more about acting. Lily’s friend has invited her to see a new movie in town.

4. Carl wants to learn more about bike racing. He knows that a good way to learn is by watching others race. There’s a big competition in town.

At Home: The next time your child reads a book, ask him or her to predict an outcome, and then confirm or reevaluate it at the end of the book.

The Printer •

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171

Practice Comprehension: Make and Confirm Predictions

Name As you read The Printer, fill in the Predictions Chart.

Predictions Chart What Happens

© Macmillan /McGraw-Hill

What I Predict

How does the information you wrote in this Predictions Chart help you make inferences and analyze The Printer? At Home: Have your child use the chart to retell the story.

172

The Printer •

Book 3.2/Unit 5

Practice Name

Fluency

As I read, I will pay attention to punctuation. 7 18 22 30 42 52 63 77 82 90 100 109 117 128 137

Winds scream. Rain pelts down. Buildings shudder. Trees sway back and forth. Branches break and fall to the ground. It’s a hurricane! You’ve probably seen pictures or images of hurricanes in a newspaper or on TV. What makes a storm a hurricane? A hurricane is a storm with very strong winds and heavy rain. It starts over warm waters in an ocean. The storm might take the shape of a circle or an oval. It can be up to 400 miles (640 km) wide. How do people prepare for hurricanes? How do “hurricane heroes” do their work? They do their jobs in offices and shelters. They are important before, during, and after a big storm. They help save lives. How do people find out if a bad storm is coming? Air Force pilots called hurricane hunters fly into the eye of the storm. 141

Comprehension Check © Macmillan /McGraw-Hill

1. What is a hurricane? Main Idea and Details 2. Who are hurricane hunters? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

The Printer •

Words Correct Score

Book 3.2/Unit 5

173

Practice Text Feature: Map

Name

A map is a drawing that shows the surface features of an area. Maps have a compass rose that shows directions and a map key that tells what the pictures on the map stand for.

There were many heroes in the Old West. Help one hero find her way to the campground. Then help her follow directions by answering the questions below. 1. The hero begins her trip on the trail from the hills. She is traveling to the campground. In which direction should she travel?

3. Why is the bridge important to the hero as she travels to the campground?

4. Is the campground north or south of the town?

174

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Book 3.2/Unit 5

At Home: Have your child draw a map of your street and two nearby streets.

© Macmillan /McGraw-Hill

2. Will traveling through the forest be a problem for the hero as she heads for the campground? Why or why not?

Practice Vocabulary Strategy: Figurative Language

Name

Figurative language makes unexpected comparisons between people or things. Example: Her eyes screamed with terror.

Read each sentence. Underline the figurative language. Then write a sentence of your own that includes the underlined words. p 1. My hero is an inventor who was as smart as a whip.

2. He was a hurricane of action, rushing from one task to another.

y as a bee as he worked to create his inventions. 3. He was as busy

© Macmillan /McGraw-Hill

ppy as a lark when he invented the light bulb. 4. He must have been as happy

g diamonds when he created the light bulb. 5. His eyes were shining

At Home: Ask your child to use one of the phrases on this page to tell about a favorite hero.

The Printer •

Book 3.2/Unit 5

175

Practice Phonics: Words with VC/CV Pattern

Name

Some words have the VC/CV pattern: Vowel, Consonant, Consonant, Vowel. A word with this pattern usually divides into syllables between the two consonants, as in bet/ter. Divide a word into syllables by dividing the word between the consonants. r a b b i t V C C V vowel consonant consonant vowel

A. Write the six words from the box that have the VCCV pattern on a line. Draw a line to divide it into syllables. Then write the letters VCCV below the letters that form the pattern.

fifteen hero

baths spinal

pepper market

1.

4.

2.

5.

3.

6.

tender writer

friends winter

B. Write two sentences each using two words from above with the VCCV pattern. 7. 8.

176

The Printer •

Book 3.2/Unit 5

At Home: Ask your child to draw a line between the syllables in the word garden and to write VCCV to show the pattern.

© Macmillan /McGraw-Hill

lemon cotton

Practice Name

Vocabulary

Fill in the blank with the correct word from the box. Some words will be used more than once. architects retreats

shallow shelter

structures hives

contain

because they build their

1. Animals are like own homes.

.

2. Termites build tall 3. Some problems with buildings.

study animal homes for ideas about solving

made of waxy honeycombs.

4. Honeybees build

hole to keep cool.

5. The tortoise builds a

6. A polar bear, however, needs a very different type of . 7. Bears may get stung if they poke around in honeybees’ . 8. If you come across a spider’s web, be careful because it may © Macmillan /McGraw-Hill

an insect. 9. A turtle 10. A hermit crab finds

into its shell when it senses danger. in an empty shell.

Animal Homes •

Book 3.2/Unit 5

177

Practice Comprehension: Description

Name

Nonfiction articles that have information about a topic often use description. In this description, the author uses examples and details to identify characteristics or qualities that help you understand the topic. These examples and details also help you remember what you read.

Read the passage below. Summarize it by writing the main topic, the example, and any supporting details on the lines.

Trees are important habitats for gray squirrels. The young are raised in holes in the trees while the older squirrels usually nest in piles of leaves near the trees. The trees provide many sources of food for the gray squirrels, such as acorns, hickory nuts, insects, flower buds, bark, and roots. Trees are very important to the gray squirrel. Topic:

Example:

© Macmillan /McGraw-Hill

Detail:

Detail:

Detail:

178 Animal Homes •

Book 3.2/Unit 5

At Home: Have your child describe his or her favorite room in your home.

Practice Comprehension: Description

Name As you read Animal Homes, fill in the Description Web.

Topic

Example

Detail

© Macmillan /McGraw-Hill

Detail

How does the information you wrote in this Description Web help you summarize Animal Homes? At Home: Have your child use the chart to retell the story.

Animal Homes •

Book 3.2/Unit 5

179

Practice Name

Fluency

As I read, I will pay attention to the genre of the passage. 8 16 27 36 45 52 63 73 84 95 106 116 128 138

Many different kinds of animals build their own homes. Their homes are structures that shelter them from the cold and the rain. They are also places where they can retreat from danger. Beavers build lodges, bees build hives, and birds build incredible nests where they hatch their eggs and raise their babies. Have you ever seen a bird’s nest? Some are made of twigs and are round and shallow. Others are made of grass and are long and deep. Still others are made from mud and look like small cups. There are even birds that use their own saliva, or spit, when they build a nest. Many birds’ nests contain feathers and hair. This makes the nest a soft place for their babies, or chicks, to sleep. Birds are some of the most amazing architects in the animal world! 139

Comprehension Check

2. What does the word saliva mean? Context Clues

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

180 Animal Homes •

Book 3.2/Unit 5

Words Correct Score

At Home: Help your child read the passage, paying atttention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. Compare and contrast different birds’ nests? Compare and Contrast

Practice Literary Elements: Simile and Rhythmic Pattern

Name

A simile compares two different things by using the words like or as. The giraffe’s neck is as tall as a house. The giraffe’s neck is like a tall slide. A rhythmic pattern is a series of stressed and unstressed syllables that create a beat. Read the poem and answer the questions below.

At the Sea-side When I was down beside the sea, A wooden spade they gave to me To dig the sandy shore.

My holes were empty like a cup. In every hole the sea came up, Till it could come no more. —Robert Louis Stevenson

1. Which lines rhyme? 2. How many syllables are in each line?

3. What is the pattern of stressed and unstressed syllables in each line?

© Macmillan /McGraw-Hill

4. How do the syllable patterns affect the poem?

5. What is the simile in the poem? 6. Why are the holes being compared to cups?

At Home: Encourage your child to use similes to describe items at home.

Animal Homes •

Book 3.2/Unit 5

181

Practice Vocabulary Strategy: Analogies

Name

An analogy shows how two pairs of words are alike. Analogies can help you understand the meanings of words based on their relationship to other words. The relationship may show similarities, opposites, parts of a whole, or some other connection. wing is to bird as paw is to cat desert is to hot as arctic is to cold

A. Circle the correct word to complete each analogy. 1. bee is to hive as bear is to a. den

b. nest

c. mound

d. burrow

c. shallow

d. long

2. fast is to rabbit as slow is to a. prairie dog

b. snail

3. shallow is to deep as small is to a. tiny

b. hollow

c. big

d. bottom

c. water

d. woods

4. lodge is to pond as nest is to a. tall

b. tree

5. insect is to spider as worm is to b. bear

c. ant

d. fish

B. Complete the analogy. as bowl is to

6. cup is to 7. sneaker is to foot as

is to wrist.

8. peanuts is to elephant as fish is to

182 Animal Homes •

Book 3.2/Unit 5

At Home: Play opposites with your child. Say a word, such as night. Ask your child to tell you its opposite, day. Then say night is to day as up is to down.

© Macmillan /McGraw-Hill

a. bird

Practice Phonics: V/CV and VC/V Patterns

Name

Two-syllable words may have the V/CV pattern or the VC/V pattern. When the first syllable ends with a vowel, it has the V/CV pattern and is pronounced with the long vowel sound. fla / vor si / lent When the first syllable ends with a consonant, it has the VC/V pattern and is pronounced with the short vowel sound. nap / kin wat / er

Divide each underlined word into syllables. Then write whether the vowel sound of the first syllable is long or short. 1. The pilot spotted a buffalo herd from the plane. 2. Would that monkey eat a lemon? 3. A turtle is one animal with a mobile home. 4. Many animals seem clever because they build such good shelters.

5. The nature center has a model of a prairie dog’s burrow.

© Macmillan /McGraw-Hill

6. The snake was silent as it slithered toward the rabbit.

7. Can you name an animal that lives in the desert?

8. The bear sleeps soundly in its cozy den.

At Home: Point to objects in your home with names that have two syllables. Then ask your child to tell whether the first syllable has a short or a long vowel sound.

Animal Homes •

Book 3.2/Unit 5

183

Practice Unit 5 Vocabulary Review

Name A. Read each word in Column 1. Then find a word in Column 2 that means the opposite. Write the letter of that word on the line. 1. sturdy

a. capture

2. kindhearted

b. died

3. escape

c. deep

4. shallow

d. weak

5. existed

e. mean

B. Complete each sentence with a word from the box. grumbled

newspaper

6. You often see farmers’ markets.

sidewalks

traders

exchanging goods at

where people are

7. They set up tables on the always moving.

may find

8. Someone looking for a birthday the perfect thing.

that the paths were too crowded.

9. Many people 10. The farmers firmly paths next time.

that they would have wider

11. I read all about the market in our morning

184 Unit 5 Review •

declared

Book 3.2/Unit 5

.

© Macmillan /McGraw-Hill

gift

Practice Unit 5 Vocabulary Review

Name A. Draw lines to connect each vocabulary word with its correct meaning. 1. lonesome

a. trembled

2. blossomed

b. satisfaction in your work

3. yearned

c. developed

4. fled

d. feeling all alone

5. pride

e. cried out

6. shuddered

f. ran away

7. wailed

g. to create

8. produce

h. longed for

B. Read each sentence. Then circle the word that has the same or almost the same meaning as the underlined word or words. 9. That painter’s watercolor of the city scene was interesting. a. traders

b. artist’s

c. architects

10. It showed structures that were created by planners and designers of buildings. a. architects

b. hives

c. shelter

11. The houses that bees live in were fascinating. a. hives

b. buildings

c. schoolhouses

© Macmillan /McGraw-Hill

12. I think you know what the homes of bees hold. a. shelter

b. contain

c. produce

13. That car is fueled by electricity and is very healthy for the environment. a. existed

b. screamed

c. powered

14. I have the picture in my mind of my hero hitting the homerun to win the championship game. a. image

b. structures

c. gift

Unit 5 Review •

Book 3.2/Unit 5

185

Practice Name

Vocabulary

A. Fill in the blank with the word from the box that best completes each sentence. leaky downtown

owners construction

equipment appliances

1. New dishwashers.

are usually quieter than older washers and

2. The

pipe dripped all over the bathroom floor.

3. My cousins are the new the street. 4. It will take a year of 5. We needed some large 6. Many of the stores that were shopping malls in the suburbs.

of the house across

to complete the new buildings. to finish building the house. are moving to

B. Choose four vocabulary words. Then use two of them in each sentence you write below.

© Macmillan /McGraw-Hill

7.

8.

186

A Castle on Viola Street Book 3.2/Unit 6

Practice Comprehension: Theme

Name

A theme is the message or overall idea that the author wants to tell readers. The theme is not always stated. Sometimes readers need to identify the theme by reading carefully.

Read the passage. Answer the questions that follow.

Carrie was invited to a costume party, but she did not have a costume. She called her Aunt Harriet. She told Carrie to come right over. Aunt Harriet had dozens of costumes. In fact, she had a huge collection because she saved every costume she had ever worn to a party. She still had costumes that she had worn in high school! Aunt Harriet was sure Carrie would find something to wear. She was right! 1. Put a check next to the theme of the passage. Aunt Harriet enjoys hearing from Carrie. Never throw anything away; it may be worth a lot of money. Being resourceful pays off. 2. Was the theme stated or unstated?

© Macmillan /McGraw-Hill

3. What information in the passage helped you decide your answer?

4. Write a short paragraph that has a theme about helping others.

At Home: Tell your child a simple theme, such as “Work comes before play.” Have your child write a short paragraph with that theme.

A Castle on Viola Street Book 3.2/Unit 6

187

Practice Comprehension: Theme

Name As you read, A Castle on Viola Street, fill in the Theme Map.

Clue

Clue

Theme

How does the information you wrote in this Theme Map help you analyze story structure in A Castle on Viola Street?

188

A Castle on Viola Street Book 3.2/Unit 6

At Home: Have your child use the chart to retell the story.

© Macmillan /McGraw-Hill

Clue

Practice Name

Fluency

As I read, I will pay attention to inflection and punctuation. 11 23 34 37 44 56 65 75 87 90 100 107 118 128 138

Aunt Claire was the owner of a store called The Junque Shoppe. That was a fancy way of saying that she sold junk. Some of the things in the store were antiques, but others were just old. Aunt Claire did give good presents, though. This time she had a pretty box filled with old beads for Susan. For four-year-old Emma she had a stuffed alligator. The minute Emma saw the alligator she forgot all about saying goodbye to her mom and dad. “Fluffy can sit on my bed,” she announced. “Fluffy isn’t a good name for an alligator,” Susan said. “Don’t upset your sister,” her mom warned. Susan rolled her eyes. She was just trying to be helpful. Mom and dad finally said their goodbyes and left. After dinner, Emma sat down to watch a video about dinosaurs. Susan looked at her beads. 143

Comprehension Check

© Macmillan /McGraw-Hill

1. How does Emma feel about her stuffed alligator? Make Inferences

2. Why does Susan think the name Fluffy is not a good name for an alligator? Draw Conclusions

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

A Castle on Viola Street Book 3.2/Unit 6

189

Practice Text Feature: Features in a Textbook

Name

Textbooks often have special features to help you understand what you are reading. Each chapter usually begins with an introduction that prepares you for what to look for as you read. Other features, such as headings, boldface type, and picture captions, can help you pick out important words and concepts.

Read the passage below and answer the questions.

Foods Around the World Some foods have different names in different countries. Think about your favorite foods at home. You may be surprised to learn what they are called in other countries. Confusing Food Names A biscuit in England is not the same as a biscuit in America. A biscuit in England is called a cookie in the United States. In England a pie is called flan, french fries are called chips, and potato chips are called crisps. 1. Which words begin the introduction? 2. What is special about the words biscuit and flan? a. They are in boldface type.

b. They are italicized.

4. Why are the words “Foods Around the World” in the largest type on the page?

5. What words make up the heading?

190

A Castle on Viola Street Book 3.2/Unit 6

At Home: Look through a newspaper with your child for an article with a captioned photograph. Discuss what the article might be about.

© Macmillan /McGraw-Hill

3. Why do you think the words biscuit and flan appear the way they do?

Practice Vocabulary Strategy: Paragraph Clues

Name

When you see an unfamiliar word while reading, using the words around it can help you figure out its meaning. These words are paragraph clues and can be synonyms, antonyms, or examples. Read each sentence. Use context clues to decide what each underlined word means. Circle the correct answer, then write the correct meaning on the line. 1. It will take the workers a year to renovate the oldest buildings. .

In the sentence, renovate means a. improve by repairing

b. study plans

c. tear down

2. The plumber was frustrated when he could not fix the leaky faucet. In the sentence, frustrated means a. successful

b. discouraged

. c. very jolly

3. The owner came to the building site disguised as a worker so no one would know he was there. In the sentence, disguised means a. not ready

b. not forgotten

. c. changed one’s looks to hide

© Macmillan /McGraw-Hill

4. The neighbors may oppose the construction of a building that is much larger than the others. In the sentence, oppose means a. carry too far

b. whisper about

. c. be against

5. The owners were ecstatic when the real estate agent turned over the keys to their new house. In the sentence, ecstatic means a. delighted

b. frightened

At Home: Read a newspaper or magazine article with your child. Then help him or her use context clues to figure out any unfamiliar words.

. c. very shy A Castle on Viola Street Book 3.2/Unit 6

191

Practice Phonics: Words with Final /әl/

Name

In two-syllable words with a final unstressed syllable ending in el or le, the final vowel sound is usually the sound you hear. • When two or more consonants come between two vowels, the syllables are usually divided between the consonants, as in shut/tle. • When a single consonant comes between two vowels, the word is usually divided after the consonant as in show/er. • It is divided before the consonant if the vowel sound is long, as in la/bel. Fill in the blank with a word from the box. Then write the word again, showing how it is divided into syllables. pickle

riddle

1. I like to

stall

shovel

hall

simple

little

to different states.

2. My new bedroom is not as

as my old bedroom.

.

3. Everytime my uncle visits he always tells me a

4. In the winter I always have to

the snow off the

sidewalk. 5. I like to put a

on my sandwich.

6. Luckily, picking out a color to paint my bedroom walls was .

192

A Castle on Viola Street Book 3.2/Unit 6

At Home: With your child, look for two-syllable words in your reading that have a final /әl/.

© Macmillan /McGraw-Hill

travel

Practice Name

Vocabulary

Fill each blank with the word from the box that makes the most sense. Some words may be used more than once.

boasting rebuild

conversation scrambled

interrupted sway

Whenever you read a

seized

between two animals, you

know that you are reading a fantasy. My friend wrote a story about about his beautiful

a peacock that would not stop tail feathers. The peacock’s bragging was suddenly

by a noisy bluebird. The bird complained that last night’s storm had blown his nest out of the tree. Now he had to find twigs and grasses to the

the nest. The peacock opportunity to spread his feathers and

back and

forth with his head held high. He kept

about how

grand he looked. The bluebird just flew away. by and sat in front of the

Then a squirrel © Macmillan /McGraw-Hill

peacock. “Watch me. I bet you can’t do this,” he said, as he juggled five acorns high in the air. The peacock said, “What a show-off you are! Stop your

!”

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193

Practice Comprehension: Make Judgments

Name

When you make judgments, it means you form an opinion of the actions or decisions of characters in a story. Readers should use details from the story and their own experience to support their judgments. Read the passage and answer the questions below.

Eli Whitney invented the cotton gin in 1793. Before the machine was invented, people had to use their hands to separate the cotton fibers from the seeds. This process took a lot of time and was very expensive. For these reasons, cotton was not yet important in America. Whitney’s new technology now meant that a machine could process large amounts of cotton faster and cheaper than any human. In 1790, the U.S. shipped 25,000 pounds of raw cotton fiber to England where the fibers were turned into cloth. By 1858, the United States was shipping over 1 billion pounds of cotton fiber to English factories. Back in the United States, the South was turning into a “sea of cotton.” More enslaved people than ever before were needed to work in the cotton fields. In Mississippi and Louisiana, the number of enslaved workers rose from 8,000 in 1785 to 450,000 in 1858. In England, the factories also needed more cheap workers. Children as young as 7 worked at the weaving looms making cloth out of cotton fibers. Sometimes the children fell into the looms. The lives of English factory workers and enslaved Americans were alike in many ways.

2. What judgment can you make about the cotton gin? Explain whether you think it was a helpful or harmful invention.

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Book 3.2/Unit 6

At Home: Ask your child why it is important to be well prepared for natural disasters that might occur in your area.

© Macmillan /McGraw-Hill

1. What judgment did people make about cotton before the cotton gin?

Practice Comprehension: Make Judgments

Name As you read Wilbur’s Boast, fill in the Judgment Chart.

Judgment

© Macmillan /McGraw-Hill

Action

How does the information you wrote in this Judgment Chart help you monitor comprehension in Wilbur’s Boast? At Home: Have your child use the chart to retell the story.

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195

Practice Name

Fluency

As I read, I will pay attention to punctuation. 10 20 32 44 55 65 79 80 89 99 109 121 133 134 145

Mike Drake worked as the night custodian at Riverside School. Each night, he went from classroom to classroom, mopping and cleaning. Mike liked to take his late-night snack break when he got to Room 4. While he ate his snack, he taught Artie, the Room 4 parakeet, to talk. He gave Artie a lesson almost every night. “Yoo-hoo, Artie.” Mike seized the cover of the parakeet’s cage and pulled it off. “It is your good buddy, Mike. How is my pretty bird?” Mike always interrupted Artie’s sleep. Artie was never prepared for this nightly wake-up call. He blinked and looked around. “Artie, are you ready for your vocabulary lesson?” asked Mike. “Okay,” said Artie. He hopped onto his swing and began to sway. “Who is that pretty bird?” said Mike. “What is that pretty bird’s name?” “R-T,” said Artie. The swing squeaked as it went back and forth. 146

Comprehension Check 1. Why does Mike Drake like to take his snack break in Room 4? Make

2. What does the word seized mean? Context Clues

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

196 Wilbur’s Boast •

Book 3.2/Unit 6

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

Inferences

Practice Text Feature: Directions

Name

Explain that directions help you do something by following steps in a process. The steps are usually numbered so that you can easily follow each step from first to last.

A. The directions for making a dragon puppet are written below, but they are out of order. Next to each step, write a number from 1 to 6 to show the correct order. Materials: colored paper, scissors, crayons or markers, glue, and two straws Cut out the head and tail, and glue one to each end of the body. Finally, glue the straws onto the backs of the tail and body. First, fold a piece of paper in half the long way. Cut along the folded line. Draw a head and a tail on another sheet of paper. Then fold each piece of paper like an accordion. Glue the two folded pieces together to make a long body.

© Macmillan /McGraw-Hill

B. Now that you have figured out how to make a dragon puppet, write down the steps you would take to make an animal costume for a costume party. 1. 2. 3. 4. 5. At Home: Have your child write the directions for a favorite game. Then use the directions to play the game together.

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197

Practice Vocabulary Strategy: Prefixes

Name

The prefixes re-, pre-, un-, and dis- are word parts that can be added to the beginning of base words. The prefix re- means “to do again,” pre-means “before,” and dis- and un- mean “not or opposite.” They form a new word with a new meaning. re + appear = reappear un + even = uneven

pre + cut = precut dis + order = disorder

Add the prefix re-, pre-, un-, or dis- to the words in the box. Then complete the sentences below with the new words. cycling

heat

obey

cover

happy

trained

1. I need to

the oven before I start baking.

2. It would be good for my owner to train me so I do not him. so she can better understand

4. I know that my kind owner would never be to sell me.

enough

5. I love to go with my owner when he drives to the center with used cans and bottles. 6. I hope that she will the floor.

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my dish before she puts it on

At Home: Ask your child to make up sentences using three of the words in the box.

© Macmillan /McGraw-Hill

3. My owner needs to be what a puppy like me needs.

Practice Phonics: Prefixes re-, un-, dis-, pre-

Name

A prefix is a word part that can be added to the beginning of base words. It forms a new word with a different meaning. Prefix dispreunre-

Meaning not or opposite before or ahead of time not or opposite again

Base Word dis + like pre + school un + lucky re + learn

New Word dislike preschool unlucky relearn

Read each sentence and write the correct prefix for the word. Then write the meaning of the word. 1. When you

2. I had to

scramble the letters, ipxref, you get the word prefix.

organize my notes on pigs.

view of a children’s film about animals?

3. Have you ever gone to a

© Macmillan /McGraw-Hill

4. It is important to train dogs that

obey commands.

5. Learning about an animal’s behavior before touching it is a good caution to take.

6. Finding a wild tiger is

common in the United States.

At Home: Discuss with your child some common words to which prefixes can be added.

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Book 3.2/Unit 6

199

Practice Name

Vocabulary

A. Fill in each blank in the paragraph below with the word from the box that makes the most sense. historical

dispute

automatically

requirements

The results of the local election were in

for weeks.

for winning depended on an accurate

One of the

count of the votes. Some people thought the current mayor would win because he was already in office. When all the votes were finally counted, it turned out to be a

event

for the town. Maria Nuncio became the first woman to be elected mayor!

1. historical: 2. dispute: 3. automatically: 4. requirements:

200

An American Hero Flies Again Book 3.2/Unit 6

© Macmillan /McGraw-Hill

B. Write the definition for each of the vocabulary words.

Practice Comprehension: Problem and Solution

Name

Like someone in real life, a character in a story may have a difficulty or problem. What the character does to solve the difficulty or problem is the solution.

Read the passage below and answer the questions that follow.

During the early 1960s, farm workers in California worked long hours for very little pay. Often they had to travel far to get to farms where crops were ready for harvest. No one seemed interested in helping them. Then César Chávez decided to start a union to help them. In 1965 members of the union went on strike against the grape growers. The growers just hired other workers to take their place. César Chávez convinced the new workers to go on strike, too. Chávez wanted more people to know about how the farm workers were being treated. He and others marched across California to gather support for the workers. Later Chávez went on a hunger strike to make the growers pay the workers better wages. He didn’t eat for 25 days. The growers finally signed contracts with the union workers. 1. What problem did the farm workers have?

© Macmillan /McGraw-Hill

2. How did César Chávez first try to solve the problem?

3. Why didn’t a strike solve the problem?

4. What other solutions did Chávez try?

At Home: With your child, think of problems that commonly occur at home, such as running out of milk or forgetting to water the plants. Ask your child to suggest solutions.

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201

Practice Comprehension: Problem and Solution

Name As you read An American Hero Flies Again, fill in the Problem and Solution Chart.

Problem

Action

Action

Solution

How does the information you wrote in the Problem and Solution Chart help you analyze text structure in An American Hero Flies Again?

202

An American Hero Flies Again Book 3.2/Unit 6

At Home: Have your child use the chart to retell the story.

© Macmillan /McGraw-Hill

Action

Practice Name

Fluency

As I read, I will pay attention to my pronunciation of vocabulary words and other difficult words. 10 23 34 45 48 58 61 70 82 85 94 103 104 112 122 132 142

During the time of the American colonies very few people could vote. You had to be a rich white man who owned land. Back then leaders felt that voting was too important to be left to just anyone. These men elected others who were very much like themselves. This system continued on even after the United States became a free nation. In the 1820s some states began changing the rules. Voters did not have to own property anymore—but they still had to be white males. By the 1840s all white men were automatically allowed to vote. But women couldn’t vote. Neither could African American people. In 1863 slavery ended. In 1870 the Fifteenth Amendment to the Constitution gave African American men the right to vote. This was an important historical event. But not all Southern states wanted to share power with African Americans. So they set up ways to keep them from voting. 150

Comprehension Check 1. Who can vote now? Main Idea and Details

© Macmillan /McGraw-Hill

2. What historical event allowed African American men the right to vote? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

An American Hero Flies Again Book 3.2/Unit 6

203

Practice Study Skill: Functional Documents

Name

A functional document gives people information or helps them know how to do something. • Forms, menus, advertisements, pamphlets, and brochures give information and help us do things. • Flyers, posters, and schedules are handed out or put in public places to announce the times, places, and dates that an event will take place.

Imagine that your class is having a bake sale to raise money for the field trip to the museum in the city. Informing a lot of people is a good way to raise money. Answer the questions below about the bake sale. 1. What do you think is the best way to advertise the bake sale? Why?

2. Where would you ask if you wanted to hang posters?

4. What kinds of events have you seen advertised on functional documents?

204

An American Hero Flies Again Book 3.2/Unit 6

At Home: Together, look at advertisements that come in the mail. Discuss how to determine whether or not they are accurate.

© Macmillan /McGraw-Hill

3. What information would you include on your functional document?

Practice Vocabulary Strategy: Greek Roots

Name

Many words we use in English today are formed from root words from other languages, such as Greek. You can often figure out the meaning of a new word if you know what the Greek root word means.

A. Each word below comes from the Greek word bio, which means “life; living things.” Complete each sentence using biography or biology. Then write the meaning of the word on the line below. 1. Jessica’s favorite science subject is

.

Meaning: 2. Someday I would like to write a Glenn.

of my hero, John

Meaning:

B. Each word below comes from the Greek word auto, which means “self.” Complete each sentence using autograph or autobiography. Then write the meaning of the word on the line below. 3. I can’t wait to read the new

of my favorite singer.

© Macmillan /McGraw-Hill

Meaning:

4. If I ever meet the President, I will ask for his

.

Meaning:

At Home: Work together with your child to come up with examples of words with the Greek roots astro, micro, and graph.

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205

Practice Phonics:

Name

Words with Final / әr/

When er, ar, or or come at the end of a final unstressed syllable, it stands for the /әr/ sound, as in writer, cellar, and sailor.

brother trailer

mayor editor

voter sailor

uncle dollar

November handle

singer April

nickel

A. Fill in each blank with a word from the box that has the final /әr/ sound. .

1. The election was held during the first week of

made sure to cast a vote before the polls closed.

2. Each

for the city.

3. There was big turnout to elect a 4. My everyone to vote.

wrote a letter to the newspaper encouraging

5. He also suggested that every voter should give a the candidates’ favorite charity. 6. The jazz food bank.

to

donated the fee for her performance to the

© Macmillan /McGraw-Hill

B. Use the following /әr/ words in a sentence. 7. sailor:

8. editor:

206

An American Hero Flies Again Book 3.2/Unit 6

At Home: Have your child tell you sentences that include two other әr words in the box.

Practice Name

Vocabulary

A. Use a word from the box to complete each sentence. Some words may be used more than once. crouch

grace

official

pitiful

sleek

sleepy

strolled

1. My mother told me that we would be an family to a service dog in training.

foster

anymore.

2. I was so excited that I was not tired or

into our house with the dog.

3. Later a trainer

.

4. The dog’s coat was shiny black and

.

5. The dog stood tall and walked proudly with a kind of .

6. Our dog, Tuck, whimpered in the corner, looking 7. I had to 8. Our new dog was

down and pet him. and dozed off.

B. Write a sentence for each vocabulary word below.

© Macmillan /McGraw-Hill

9. official

10. pitiful

Mother to Tigers •

Book 3.2/Unit 6

207

Practice Comprehension: Author’s Purpose

Name

The reason an author writes is the author’s purpose. Authors usually write for one of three main purposes: to inform, or give readers facts; to persuade, or convince readers to believe or do something; to entertain, or tell a good story. Read each passage. Then write the author’s purpose and the reason for your choice.

Balto, a husky, was a brave dog. He led a team of sled dogs through a big snowstorm. The dogs traveled over 600 miles, carrying life-saving medicine to very sick people in Nome, Alaska. A statue honoring Balto stands in Central Park in New York City. Many children enjoy seeing and petting this statue of Balto. 1. Author’s purpose: 2. Reason:

© Macmillan /McGraw-Hill

I don’t think people should keep wild animals as pets. Some wild animals could hurt their owners and others. Sometimes owners don’t have enough space for a wild animal to live or grow. Often wild animals like snakes and alligators are dumped outside when their owners have problems with them. This causes trouble for everyone. So please, adopt a cat or dog, but not a wild animal! 3. Author’s purpose:

4. Reason:

208 Mother to Tigers •

Book 3.2/Unit 6

At Home: Ask your child to tell you a story for the purpose of making you laugh.

Practice Comprehension: Author’s Purpose

Name

As you read Mother to Tigers, fill in the Author’s Purpose Chart.

Clues

© Macmillan /McGraw-Hill

Author’s Purpose

How does the information your wrote in this Author’s Purpose Chart help you monitor comprehension in Mother to Tigers? At Home: Have your child use the chart to retell the story.

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Book 3.2/Unit 6

209

Practice Name

Fluency

As I read, I will pay attention to phrasing and intonation. 7 17 28 37 48 59 61 71 82 91 93 105 116 127 139 140 151

Picture some chimpanzees in the African rainforest. One young chimp rides on its mother’s back. Two chimps romp and play tag. Two others sit and groom one another. Sitting quietly nearby is a young woman. She waits. She watches. She jots down notes. She wants to learn as much as she can about the chimps’ behavior. Her name is Jane Goodall. Jane’s interest in animals began when she was a child. She was eager to learn about all kinds of creatures. Once her parents found Jane in bed with earthworms under her pillow! When Jane grew up, she wanted to go to Africa to see animals in their natural home. She got her chance when a school friend invited her to visit her parents’ farm in Kenya in east Africa. Jane saved money for the trip and left for Africa. After her visit to the farm, she went to Kenya’s capital, Nairobi. 152

Comprehension Check

2. What chimp behaviors has Jane Goodall observed? Main Idea and Details

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

210 Mother to Tigers •

Book 3.2/Unit 6

Words Correct Score

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

© Macmillan /McGraw-Hill

1. How does Jane Goodall learn about chimps’ behavior? Main Idea and Details

Practice Literary Elements: Personification and Moral

Name

Personification is the giving of human characteristics to an animal or thing. Examples: a talking tree a smiling sun a frog that swings on a trapeze a cow that sings Fables are stories that teach a lesson and often have animal characters that talk and act like people. A moral is the lesson a fable teaches. The reader can apply it to his or her own personal experiences.

Read the fable below. Then answer the questions.

One day an ant was drinking from the river. He fell in and was carried along by the stream. A dove saw the ant and threw a twig into the water. The ant crawled onto the twig and made it safely to the bank of the river. “Thank you,” said the ant. “You saved my life.” Soon after, the ant spotted a hunter who was aiming his rifle toward the dove. The ant crawled onto the hunter’s foot and bit him hard. The hunter dropped his rifle. The dove’s life was saved.

© Macmillan /McGraw-Hill

1. How does the author use personification in the fable?

2. What is the moral of this story?

At Home: Have your child describe a family pet or a neighbor’s pet in a way that personifies it.

Mother to Tigers •

Book 3.2/Unit 6

211

Practice Vocabulary Strategy: Suffixes

Name

The suffixes -y and -ly are word parts that can be added to the end of words. Adding a suffix creates a new word with its own meaning. The suffix y means “full of.” The suffix -ly means “in a certain manner or way; like.”

Read each question below. Add the suffix -ly or -y to the word in the box that best answers the question. Write the new word on the line after the question. Then write a sentence using the word.

friend

happy

quiet

wind

swift

greed

fun

1. How do you speak in the library?

2. How does a dog move when it chases a ball?

3. What do you call someone who makes you laugh?

5. When would a cat’s fur move in the breeze?

212 Mother to Tigers •

Book 3.2/Unit 6

At Home: Ask your child to tell you a sentence that uses two of the words in the box with suffixes added.

© Macmillan /McGraw-Hill

4. What is probably true about a dog that wags its tail?

Practice Phonics: Words with Suffixes –ful, –less, –ly

Name

Suffixes are word parts that can be added to the end of words. A suffix forms a new word with a new meaning. Suffix –ful –less –ly

Meaning full of, tending to not having, without in a certain manner or way; like

Example useful sleepless mostly

Below each sentence, write the word that includes a suffix. Then write the meaning of the word. 1. Mrs. Linwood is always very cheerful when I bring my puppy over to play.

Meaning: 2. Newborn puppies and kittens are helpless without their mothers.

Meaning: 3. Standing in the sun without sunscreen is harmful to your skin.

© Macmillan /McGraw-Hill

Meaning: 4. I would like to visit the animals at the zoo weekly. Meaning: 5. Meat seems to be a flavorful food for many dogs. Meaning:

At Home: Have your child write a few sentences that include common words with the suffixes –ful, –ly, and –less.

Mother to Tigers •

Book 3.2/Unit 6

213

Practice Name

Vocabulary

Read each clue. Then fill in the crossword puzzle with the correct word from the box. disappear supply

protect capture

1.

harming enclosure

involved

2.

3.

4.

5. 6.

Across

Down

1. causing injury

2. included in an activity or group

4. a structure that keeps things closed in

3. to keep from harm

6. to catch or get hold of 7. to go away completely

214

Home-Grown Butterflies Book 3.2/Unit 6

5. an amount available for use

© Macmillan /McGraw-Hill

7.

Practice Name

Comprehension: Draw Conclusions

A conclusion is what you decide after you have thought about something. You can also use your own experience to help you draw conclusions in a story.

Draw your conclusions about the story provided by answering each question.

At a recent neighborhood meeting, people talked about planting a vegetable garden. There was a vacant lot nearby, but it was filled with garbage. Ivan raised his hand and said, “I have a great idea, but it will take a lot of work.” That was it! The next Saturday, we all got to work. Ivan took charge. He asked people what they wanted to do. Then he helped them get started. Some people cleared garbage from the vacant lot. Other people loaded garbage bags onto a truck. Everyone worked hard. We were all tired at the end of the day, but the lot looked great. Now we were ready for the next step.

© Macmillan /McGraw-Hill

1. From the information in the passage, what makes you think Ivan is a good leader?

2. What do you think will happen next? What leads you to this conclusion?

At Home: Ask your child to draw a conclusion about what will happen when the neighbors plant a garden together.

Home-Grown Butterflies Book 3.2/Unit 6

215

Practice Comprehension: Draw Conclusions

Name

As you read Home-Grown Butterflies, fill in the Conclusion Map.

Clue

Clue

Clue

© Macmillan /McGraw-Hill

Conclusion

How does the information you wrote in this Conclusion Map help you monitor comprehension in Home-Grown Butterflies?

216

Home-Grown Butterflies Book 3.2/Unit 6

At Home: Have your child use the chart to retell the story.

Practice Name

Fluency

As I read, I will pay attention to tempo. 11 22 36 47 60 61 69 81 87 97 106 115 118 128 139 147

Purple loosestrife has been around a long time. It is a native plant in Europe and Asia. The plant did not become a pest in those places. It didn’t grow out of control as it has here. In fact, some people thought it was a helpful herb. They used it as a medicine. How did it get from there to here? Purple loosestrife came to North America in the 1800s, but no one is sure how it traveled. Could seeds have been carried across the sea in ships? Many people believe a supply of seeds arrived in the baggage of new immigrants. They planted the seeds in their new gardens. The purple flowers may have reminded them of home. Purple loosestrife did not grow out of control in Europe and Asia. It did not kill its plant neighbors. Why? The answer is simple. Purple loosestrife had natural enemies in its homeland. 150

Comprehension Check 1. How was purple loosestrife controlled in Asia and Europe? Problem and Solution

© Macmillan /McGraw-Hill

2. What might be a good way to control loosestrife in America? Draw Conclusions

Words Read

–

Number of Errors

=

First Read

–

=

Second Read

–

=

At Home: Help your child read the passage, paying attention to the goal at the top of the page.

Words Correct Score

Home-Grown Butterflies Book 3.2/Unit 6

217

Practice Literary Elements: Personification and Assonance

Name

Personification and assonance are literary devices that poets use to create pleasing images and sounds. Personification gives human characteristics to animals or things. Assonance is the repetition of the same or similar middle vowel sound in a series of words grouped closely together.

Read the poem. Then answer the questions.

One day a girl went walking And stepped into a store; She bought a pound of sausages And laid them on the floor. The girl began to whistle A merry little tune; Soon the sausages jumped up And danced around the room. 1. Find the two words that create assonance in the first set of lines. Write the words on the line. 2. Find the three words that create assonance in the second set of lines.

3. In the poem, what things talk or act the way a person might?

4. What do they do or say in the poem?

218

Home-Grown Butterflies Book 3.2/Unit 6

At Home: Together, read a few poems or rhymes with obvious assonance. Have your child find the words that have the same vowel sound.

© Macmillan /McGraw-Hill

Write the words on the line.

Practice Vocabulary Strategy: Multiple-Meaning Words

Name

In a dictionary, you may find different meanings for a word. The correct meaning depends on the way the word is used in the sentence. Use the dictionary entry to answer each question. duck (duk) Noun 1. A water bird that has a broad, flat bill and webbed feet that help it to swim. There are both wild and tame ducks. Tame ducks are often raised for food. Verb 1. to lower the head or bend down quickly: The batter ducked to keep from being hit by the ball. 2. to avoid; evade: I ducked the embarrassing question by bringing up another subject.

1. We can fool my brother if you duck under the table as soon as you see him. .

Duck means 2. We saw only one duck on the partly frozen lake. Duck means

.

© Macmillan /McGraw-Hill

3. She ducked out of the room through a side door to escape. .

Duck means 4. Did you duck when all the butterflies flew near you? What part of speech is the word duck?

At Home: Have your child give you two meanings for the words building and spot.

Home-Grown Butterflies Book 3.2/Unit 6

219

Practice Phonics: Words with Accented Syllables

Name

In a two-syllable word, the accented syllable is given more stress than other syllables. The vowel sound in the unaccented syllable is often the /ә/ sound.

A. Read each word below. Then circle the word that is correctly divided into syllables. Then place an accent mark behind the accented syllable. Example:

rubber

a. rub´ ber

b. ru bber´

1. hammer a. ha mmer

b. ham mer

2. defense

a. def ense

b. de fense

3. protect

a. prot ect

b. pro tect

4. rescue

a. res cue

b. re scue

5. locker

a. lock er

b. lo cker

6. attend

11. believe

7. about

12. perform

8. people

13. giant

9. kettle

14. riddle

10. because

220

Home-Grown Butterflies Book 3.2/Unit 6

15. winter

At Home: Point to two-syllable objects around your home. Have your child name each object, write the word, then divide it into syllables.

© Macmillan /McGraw-Hill

B. Read each word. Write it on the line and divide it into syllables. Then mark the accented syllable. be/fore´ Example: before

Practice Unit 6 Vocabulary Review

Name A. Complete the paragraph with words from the box. appliances equipment

construction historical

downtown rebuild

Our home is in the

district of town. Nearby

houses are one hundred years old. The middle of part

is a mile away. Mom told me that we need to of our house. The

will begin soon. Mom said that to do the job.

the workers will bring tools and large They will put new

in our kitchen, too.

B. The sentences below are false. Rewrite each one to make it true. 1. When you sway, you jump up and down.

© Macmillan /McGraw-Hill

2. If you were to disappear, everyone would see you.

3. A person who looks pitiful is often happy.

4. When you capture a lightning bug, you set it free.

Unit 6 Review Book 3.2/Unit 6

221

Practice Unit 6 Vocabulary Review

Name

A. Complete each sentence with a word from the box. Write one letter on each short line. After the sentences, write the boxed letters in order to discover another vocabulary word. boasting

protect

sleek

strolled

supply

coat.

1. He put on his shiny,

slowly toward the pet store.

2. Then he 3. He had to p

his puppy from the rain.

y of dog food.

4. He wanted to buy a large

about his adorable

5. He couldn’t stop cocker spaniel. 6. What word do the boxed letters spell?

7. interrupted

a. an argument about something

8. dispute

b. operating by itself

9. automatically

c. stopped suddenly, causing a break

10. requirements

d. things that are necessary

11. conversation

e. to get close to the ground with knees bent

12. crouch

f. a structure to keep objects

13. enclosure

g. delicate or elegant

14. grace

h. two or more people talking to each other

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Unit 6 Review Book 3.2/Unit 6

© Macmillan /McGraw-Hill

B. Match each vocabulary word with its definition. Write the letter of each definition on the line.